Relevant bibliographies by topics / Professionalità educative

Academic literature on the topic 'Professionalità educative'

Author: Grafiati
Published: 10 March 2023

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Journal articles on the topic "Professionalità educative"

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Freathy, Rob, Stephen G. Parker, Friedrich Schweitzer, and Henrik Simojoki. "Professionalism, professionalisation and professionality in Religious Education." British Journal of Religious Education 38, no. 2 (April 6, 2016): 111–13. http://dx.doi.org/10.1080/01416200.2016.1139886.

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Evans, Linda. "PROFESSIONALISM, PROFESSIONALITY AND THE DEVELOPMENT OF EDUCATION PROFESSIONALS." British Journal of Educational Studies 56, no. 1 (March 2008): 20–38. http://dx.doi.org/10.1111/j.1467-8527.2007.00392.x.

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Guttormsen, Sissel, Artemisa Gogollari, Uyen Huynh-Do, Mireille Schaufelberger, Sören Huwendiek, Alexandra Kunz, and Felicitas-Maria Lahner. "Developing an Instrument to Evaluate Undergraduate Healthcare Students’ Professionalism." Praxis 111, no. 15 (November 2022): 863–70. http://dx.doi.org/10.1024/1661-8157/a003934.

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Abstract. Professionalism is a multidimensional quality acquired over time. Undergraduate years lay a foundation for the development of professionalism. Tools monitoring the students’ professional development are needed. Our tool development followed three phases: 1) identifying meaningful criteria for professionalism adapted to the education level, 2) developing an evaluation instrument in a process maximising construct validity, 3) testing the evaluation instrument in an interprofessional study. The evaluation instrument proved to be applicable in the field and it meets validity standards. Some differences between professions were found and discussed. Professionality starts to develop during the education, and early monitoring is important to support students’ optimal development. The evaluation instrument supports both self- and expert evaluation of healthcare students’ professional development.
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Torres, A. Chris, and Jennie Weiner. "The New Professionalism? Charter Teachers’ Experiences and Qualities of the Teaching Profession." education policy analysis archives 26 (February 12, 2018): 19. http://dx.doi.org/10.14507/epaa.26.3049.

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While teacher professionalism remains a contested topic, scholars increasingly acknowledge the field has entered a “new professionalism” wherein its parameters are dictated by management and the organization rather than those within the occupation. Many argue that this shift has served to decrease teachers' sense of professionalism, efficacy and persistence. Simultaneously, no-excuses charter schools, considered to embrace this new professionalism, continue to proliferate. Yet little is known about how teachers within these schools view teaching and the qualities of teacher professionalism. To address this gap, we interviewed twenty new and novice teachers teaching in high profile charter organizations in the northeast such as Uncommon Schools, KIPP, MATCH, and Boston Collegiate. Our findings suggest that these teachers largely perceived their schools and the degree of professionalism positively. For example, teachers reported that their schools fostered teacher autonomy, professional accountability, and collaboration. However, their schools' high-accountability climates encouraged feelings of competition and caused teachers to question their efficacy, ultimately reinforcing views of teaching as a short-term endeavor. Finally, professional status and rewards were described as low with many teachers saying they felt underappreciated or undervalued. Our findings demonstrate how the climate of “new professionalism” can produce outcomes both consistent and in tension with efforts to professionalize teaching.
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Ricardo, Vanessa Vial, and Renata Prenstteter Gama. "Identification of the main elements that constitute the professionality of the school pedagogical coordination." LAPLAGE EM REVISTA 7, no. 3A (September 13, 2021): 565–76. http://dx.doi.org/10.24115/s2446-6220202173a1458p.565-576.

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In order to investigate and identify what the scientific productions reveal about the professionality of school pedagogical coordination, this study through the methodological path of the state-of-the-art type, sought to map the information presented in academic productions stored in the repository, Theses and Dissertations Catalog of the Coordination for the Improvement of Higher Education Personnel (CAPES). Following the mapping, the literature review on the concept of professionalism, the reading of the summaries of the productions found, their records and analysis of the data collected so that after this step it was possible to establish some categories, as well as highlight elements that constitute a process that we can call school pedagogical coordination professionality. The theoretical foundation of the concepts of professionalism was used respectively by the authors Dubar (2005), Nóvoa (2017), and on the attributions and knowledge of the pedagogical coordination, the authors Placco, Souza and Almeida (2012), who bring an important contribution to the study of the theme.
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Latif, Muhammad Zahid, Intzar Hussain, Rahila Nizami, and Muhammad Athar Khan. "PROFESSIONALISM;." Professional Medical Journal 25, no. 08 (August 9, 2018): 1134–37. http://dx.doi.org/10.29309/tpmj/18.4675.

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Silva, Clara. "Il coordinatore pedagogico dei servizi per l'infanzia: una professionalità in fieri." QUADERNI DI ECONOMIA DEL LAVORO, no. 112 (March 2021): 59–67. http://dx.doi.org/10.3280/qua2020-112005.

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L'articolo ricostruisce nelle loro linee generali le motivazioni sociali, culturali ed educative che hanno portato alla nascita della figura professionale del coordinato-re pedagogico dei servizi educativi per l'infanzia in Italia. Mostra poi come tale figura sia stata introdotta in modo stabile all'interno dell'equipe educativa nel set-tore sia pubblico che privato tramite normative regionali in assenza di un quadro legislativo nazionale. Illustra inoltre le funzioni e le principali competenze necessarie per svolgere la professione di coordinamento pedagogico, facendo emergere le ricadute del suo operato in termini di accessibilità e di qualità.
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Finnegan, Patrick. "Professionalization of a Nonstate Actor: A Case Study of the Provisional IRA." Armed Forces & Society 45, no. 2 (December 4, 2017): 349–67. http://dx.doi.org/10.1177/0095327x17741832.

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Can nonstate militants professionalize? That is the core question of this piece. Discussions of professionalism have spread to the state military from civilian professions such as education, medicine, and law. This piece examines whether nonstate actors exhibit the same fundamental processes found within these state-based organizations. These fundamentals are the creation of a recognized internal ethos, which acts as a collective standard for those involved. A commitment to expertise and the punishment of those who do not reach these collective expectations reinforce this ethos. To answer this question, this piece examines the development of the Provisional Irish Republican Army (PIRA) during the Troubles. It highlights consistencies and inconsistencies with traditional forces and argues that groups like the PIRA can professionalize and increase their effectiveness in doing so. This widens the field of professionalism studies and provides an additional lens through which to examine nonstate groups.
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Bailey, Moira. "Policy, professionalism, professionality and the development of HR practitioners in the UK." Journal of European Industrial Training 35, no. 5 (June 7, 2011): 487–501. http://dx.doi.org/10.1108/03090591111138035.

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Horn, Klaus-Peter. "Profession, professionalisation, professionality, professionalism — historical and systematic remarks using the example of German teacher education." British Journal of Religious Education 38, no. 2 (April 6, 2016): 130–40. http://dx.doi.org/10.1080/01416200.2016.1139888.

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Dissertations / Theses on the topic "Professionalità educative"

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Frelin, Anneli. "Teachers' Relational Practices and Professionality." Doctoral thesis, Uppsala universitet, Institutionen för didaktik, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-112975.

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This dissertation attempts to deepen our understanding of teachers’ work and professionality, which involves not only their reasoning about what to teach and how to teach it, but also of what it is that makes education possible. This is accomplished by exploring a highly influential, if underestimated and under-researched, dimension of teacher practice and professionality: the relational dimension, involving the establishment and maintenance of educational relationships with and among students. In the imperatives and challenges of the 21st century the importance of highlighting the relational dimension seems to be a concern of increasing importance. Through interviews and observation that have generated the empirical material, the relational practices of eleven teachers are analyzed in accordance with a particular methodological scheme. Apart from providing a descriptive mapping of these practices, this study presents the practical arguments given by informants to substantiate their use. The numerous examples of relational practices and practical arguments that are herein provided serve to empirically confirm the pervasive relational character of a teacher’s work. What emerges is an understanding of an educational relationship, established and maintained by practices that seek genuine human contact with students, and that views relational attributes such as trust, social justice, benevolence, empathy and openness to the other as being of vital importance to the entirety of the educational process. In addition, the practices involving enacting educational communities among students, are shown to have significance for the educational process. What emerges as well is a conception of relational professionality as something that can be learned, meaning that teachers are made, not born. Moreover, “being professional” is here conceived, in pedagogical rather than sociological terms, as something that involves the quality of a teacher’s actions rather than the fact that s/he belongs to a particular profession. The findings of this study strongly suggest that relationships in schools often require conscious attention, rigorous work and delicate negotiations on the part of teachers in order to be (or become) educational. The process of education is sustained by an array of subtle relational conditions. The attempt of the teacher to deal with these conditions requires specific professional experience, understandings and practices.
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Tosato, Paolo <1977&gt. "Risorse educative aperte e professionalità docente." Doctoral thesis, Università Ca' Foscari Venezia, 2013. http://hdl.handle.net/10579/2247.

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Gli ultimi sviluppi del Web facilitano la nascita di comunità di insegnanti online e lo scambio di materiali didattici. In questo contesto nasce il concetto di risorsa educativa aperta e si sviluppano nuovi archivi di oggetti digitali; ma qual è l'impatto di questi strumenti nelle pratiche professionali degli insegnanti? L'ipotesi da cui muove l'indagine è che, sostenendo comunità di docenti e la condivisione di pratiche d'uso dei materiali, è possibile supportare un utilizzo efficace delle risorse. Attraverso un'indagine che ha coinvolto 100 insegnanti, si è evidenziato come i docenti che collaborano in una comunità siano più propensi a un riuso dei materiali, trovando nel gruppo di appartenenza un valido supporto. Si è poi messa in atto la sperimentazione di un modello per lo scambio di risorse educative, la cui verifica ha dimostrato come condividere esperienze d'uso delle risorse sostenga la collaborazione fra docenti e attivi processi di innovazione e di crescita professionale.
The latest web developments facilitate the creation of online teacher community and the exchange of learning materials. The concept of open educational resource arises from this context, just as new digital objects repositories are developed. What is the impact of these tools on teacher professional practices? This research hypothesizes that supporting the community of teachers and the sharing of material best practices promotes efficient use of resources. A survey that involved 100 teachers highlights how teachers who are actively engaged in a community will re-use educational materials, sustained by the community itself. Following the survey, the control experiment of a model to exchange educational resources was put into place, whose verification demonstrated how the sharing of resource-using experiences strengthens the collaboration among teachers, activates innovation processes, and encourages professional growth.
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Register, Shilpa J. "STUDENT PROFESSIONALISM COMPETENCIES IN OPTOMETRIC EDUCATION." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1330532641.

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Boon, Andrew. "Legal professionalism : ethics, practice and legal education." Thesis, University of Westminster, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.322990.

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Ceiriog-Hughes, David Jeremy. "Cultural professionalism : a comparative study of teacher professionalism in England and France." Thesis, University of Southampton, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.242300.

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Brigley, Stephen James. "Education accountability and school governors." Thesis, University of Exeter, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.280351.

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Bulaon, Christopher. "Professionalism in accounting." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/12/12136/tde-18022016-114359/.

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According to the works of the French philosopher Émile Durkheim (1964), much of today\'s modern society is founded on the basic tenets of professionalization. Yet the significance of professionalism is often taken for granted and lost in ambiguity. The aim of this study is to thus identify and understand the perceptions of professionalism, with the context of the case being the accounting community at the University of Sao Paulo. A series of open-ended interviews were performed with ten participants with varying levels of academic and market work experience. The data was then coded and analyzed to look for categorical emerging themes and patterns among the responses. Findings indicate a highly diverse set of views regarding how professional status is attained and how professionalism is demonstrated. The close association between the results and existing professions literature signal a wider acceptance and societal internalization of professional principles. Professionalism in Accounting was found to be relative to a variety of factors including market work experience, professional characteristics, and career goals. Comparisons were also made between various professional environments including FEA vs. other colleges, Accounting vs. other fields and Brazil vs. other countries. These comparisons suggest an influence of environment on professional standards and the demonstration of professional behavior. Further research is needed to study how perceptions of professionalism may differ among other professional accounting groups and how the professional transformation process in accounting education may be improved to better prepare accounting graduates before entering the field.
De acordo com as obras do filósofo francês Émile Durkheim (1964), grande parte da sociedade moderna de hoje baseia-se nos princípios básicos da profissionalização. No entanto, o significado de profissionalismo é muitas vezes tida como certa e perdido em ambiguidade. O objetivo deste estudo é identificar e, assim, compreender as percepções de profissionalismo, com o contexto do caso, sendo a comunidade de contabilidade da Universidade de São Paulo. Uma série de entrevistas abertas foram realizadas com dez participantes com diferentes níveis de experiência acadêmica e mercado de trabalho. Os dados foram então codificadas e analisadas para procurar categóricas temas emergentes e padrões entre as respostas. Os resultados indicam um conjunto altamente diversificado de pontos de vista a respeito de como status profissional é atingido e como profissionalismo é demonstrado. A estreita associação entre os resultados ea literatura existente profissões sinalizar uma maior aceitação social e internalização de princípios profissionais. Profissionalismo em Contabilidade foi encontrado para ser em relação a uma variedade de fatores, incluindo experiência de trabalho no mercado, características profissionais e objetivos de carreira. Comparações também foram feitas entre vários ambientes profissionais, incluindo FEA vs. outras faculdades, Contabilidade vs. outros campos e Brasil contra outros países. Essas comparações sugerem uma influência do ambiente sobre os padrões profissionais ea demonstração do comportamento profissional. Mais pesquisas são necessárias para estudar como as percepções de profissionalismo pode ser diferente entre outros grupos profissionais de contabilidade e como o processo de transformação profissional em educação contábil pode ser melhorado para melhor preparar os formandos de contabilidade antes de entrar no campo.
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Blue, Nathan Charles. "Understanding the Perceptions of Professionalism in Athletic Training with the use of a Professionalism Questionnaire." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1342540277.

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Holroyd, Colin. "Changing assessment in higher education : policy, practice and professionalism." Thesis, University of Stirling, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.403036.

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Goodrham, Mark John. "Using research to enhance professionalism in further education (FE)." Thesis, University of Leeds, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.493767.

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This thesis was devised to explore and better understand the relationship between FE practitioners' own understandings of their professionalities and their capacity to engage in research in the FE sector. The study investigated research engagement in five general FE colleges in the North and North East of England, to consider how research and practitioner professionalities might be connected and whether research engagement could contribute to practitioner professionalities in the FE sector.
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Books on the topic "Professionalità educative"

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D, Beijaard, Bor, Wout van den, 1949-, Vries A. Ph de, and Beijaard J. van 1933-, eds. Professionalism in education. Wageningen, Nederland: Dept. of Agricultural Education, Wageningen Agricultural University, 1996.

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Bartolini, Alessia. Il tirocinio nella professionalità educativa. Negarine di S. Pietro in Cariano: Il segno dei Gabrielli editori, 2006.

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Gutierrez, Amanda, Jillian Fox, and Colette Alexander, eds. Professionalism and Teacher Education. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-7002-1.

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Ulivieri, Simonetta, Franco Cambi, and Paolo Orefice, eds. Cultura e professionalità educative nella società complessa. Florence: Firenze University Press, 2010. http://dx.doi.org/10.36253/978-88-8453-698-3.

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The keynote of the recent history of the faculty of educational science of Florence University is change. This has emerged in response to the demands for education expressed by a new knowledge society, spawned by the processes of globalisation, and the social need to foster interculturalism and the dialogue between diversities. In this new dimension of change, education becomes the framework for preparation, but also for re-integrating and updating life itineraries that are swift and precarious, veined with insecurity and disillusionment. Even in the new approach, the scientific and cultural benchmark continues to be a consistent adherence to the secular, historic-pedagogic and educational tradition represented by the masters of the "Florence School". Since its creation in 1996, the new faculty has staked forcefully on the centrality of training in relation to the traditional focus on the professionalism of primary and secondary school teachers, and on the new extra-scholastic training issues: the educational professions; pedagogic care; the social education of adults; the technologies of education and instruction; the philosophic, sociological, psychological and anthropological dimension of education; the broad sphere of hardship and marginalisation and the different faces of diversity.
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1956-, Gilberti Anthony F., Rouch David L, and Council on Technology Teacher Education (U.S.), eds. Advancing professionalism in technology education. New York, N.Y: Glencoe McGraw-Hill, 1999.

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1951-, Cunningham Bryan, ed. Exploring professionalism. London: Institute of Education, University of London, 2008.

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Verbit︠s︡kiĭ, A. A. Invarianty professionalizma: Problemy formirovaniia. Moskva: Logos, 2011.

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Conference, Indian Association of Teacher Educators. Professionalism in teacher education: Contemporary perspectives. New Delhi: Concept Pub. Co., 2010.

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D, Ozoji Emeka, Nwazuoke Ik, and National Council for Exceptional Children (Jos, Nigeria), eds. Professionalism in special education in Nigeria. Jos, Nigeria: National Council for Exceptional Children, 1995.

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W, Jenkins E., ed. Science education: Policy, professionalism, and change. London: Paul Chapman, 2001.

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Book chapters on the topic "Professionalità educative"

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Striano, Maura. "Higher Education and Work-Related Learning from Professionalism to Professionality." In Employability & Competences, 65–74. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.13.

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Within a complex economic, political, and social scenario that requires high-level competencies as well as increasingly active citizenship, the European and international agenda for higher education needs to be renewed and re-articulated according to new goals and priorities. Higher education should offer students the opportunity to develop aptitudes and acquire advanced but flexible competencies and skills that go beyond mere professionalism and instead focus on the development of a sound professionality
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Roberts, Laura Weiss, and Mark Siegler. "Education and Professionalism." In Clinical Medical Ethics, 219–305. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-53875-4_9.

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Ernst, Edzard. "Professionalism and Education." In Chiropractic, 169–81. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53118-8_16.

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Nemeth, Karen N. "Professionalism." In Educating Young Children with Diverse Languages and Cultures, 132–49. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003089216-9.

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Jørgensen, Ulrik, and Andrés Valderrama. "The Politics of Engineering Professionalism and Education." In Engineering Professionalism, 283–309. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-752-8_14.

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Canney, Nathan. "Shaping Future Engineers through Service in Engineering Education." In Engineering Professionalism, 125–44. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-752-8_7.

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Gonnella, Joseph S., Clara A. Callahan, J. Jon Veloski, Jennifer DeSantis, and Mohammadreza Hojat. "Professionalism." In Fifty Years of Findings from the Jefferson Longitudinal Study of Medical Education, 179–221. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-85379-2_6.

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Valderrama, Andrés, Søsser Brodersen, and Ulrik Jørgensen. "Environment and Sustainability Challenges to Engineering Education in Denmark." In Engineering Professionalism, 61–83. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-752-8_4.

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Davies, Richard. "Ethics and Professionalism." In Paradoxes in Education, 93–110. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-185-8_6.

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Akera, Atsushi, and Xiaofeng Tang. "Institutional Responses to the Bologna Process in Danish Engineering Education." In Engineering Professionalism, 37–57. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-752-8_3.

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Conference papers on the topic "Professionalità educative"

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Terziev, Venelin, and Marusya Lyubcheva. "VOCATIONAL EDUCATION - PROFESSIONALISM, COMPLIANCE, CHALLENGES." In ADVED 2022- 8th International Conference on Advances in Education. International Organization Center of Academic Research, 2022. http://dx.doi.org/10.47696/adved.202210.

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Fragoso Chipaco, Eliseu, and Maria Luísa Branco. "PROFESSIONAL CULTURE AND TEACHER PROFESSIONALITY IN HIGHER EDUCATION." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0094.

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Matnuh, Harpani. "Students' Rights on Education and Teachers' Professionalism." In First Indonesian Communication Forum of Teacher Training and Education Faculty Leaders International Conference on Education 2017 (ICE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ice-17.2018.121.

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Warsono, Mr, Ms Sarmini, and Ulin Nadiroh. "Construction Integrity and Professionalism of Education Personnel." In Proceedings of the 1st International Conference on Social Sciences (ICSS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icss-18.2018.317.

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Benitez Chavez, Roberto. "Metrology Education In México." In NCSL International Workshop & Symposium. NCSL International, 2014. http://dx.doi.org/10.51843/wsproceedings.2014.32.

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At most calibration laboratories in several countries, competent Calibration Technicians are required. Metrology carriers or metrology education institutes are needed to prepare the technicians required for industry. The great increasing of the accredited laboratories requires people with very special profile not only technical but ethic and professionalism that can manage the calibration services in industry and in health care.
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Tsvyk, Vladimir, and Vinera Mukhametzhanova. "Ethical Basis of Professionalism." In 3rd International Conference on Arts, Design and Contemporary Education (ICADCE 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icadce-17.2017.179.

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Noris, Iqbal Afrizal. "Improvement of Teacher Professionalism." In Proceedings of the 3rd International Conference on Education Innovation (ICEI 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icei-19.2019.30.

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Curtis, L. B. "Education and Professionalism for the 90's." In SPE Annual Technical Conference and Exhibition. Society of Petroleum Engineers, 1990. http://dx.doi.org/10.2118/20473-ms.

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Tammaro, Rosanna, Roberta Scarano, Alessia Notti, and Deborah Gragnaniello. "TEACHER PROFESSIONALISM IN THE EMERGENCY SCHOOL." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.2442.

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Siti Ina, Siti, and Riza Khoirunnisa. "Understanding how teacher perceived teaching professionalism." In 1st International Conference on Education Innovation (ICEI 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icei-17.2018.77.

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Reports on the topic "Professionalità educative"

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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.
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2

DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

Full text
Abstract:
This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.
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