Academic literature on the topic 'Teacher’s professional skills'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Teacher’s professional skills.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Teacher’s professional skills"
1
Uvarina, N. V., and A. V. Savchenkov. "PROFESSIONAL TOLERANCE AS TEACHER’S «SOFT SKILLS»." Современная высшая школа инновационный аспект, no. 3 (2019): 27–36. http://dx.doi.org/10.7442/2071-9620-2019-11-3-27-36.
Full text
2
Bartkiv, Oksana, and Oksana Smalko. "FORMATION OF FUNDAMENTALS OF PEDAGOGICAL SKILLS OF FUTURE TEACHERS." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(48) (May 27, 2021): 24–28. http://dx.doi.org/10.24144/2524-0609.2021.48.24-28.
Full textAbstract:
present paper addresses the issue of formation of foundations of pedagogical skills of future teachers. Due to the requirements of the concept of a New Ukrainian School, since a modern school needs a successful teacher who can solve professional problems in the quality of teaching, the use of interactive technologies in the educational process, and the establishment of its interaction between actors based on parity and cooperation. The article aims to determine the essence and components of teacher’s pedagogical skills and the peculiarities of their formation among the future teachers. The realization of the goal requires solving the following problems: 1) to reveal the essence of pedagogical skill and structure: 2) to offer various types of tasks to form the foundations of students’ pedagogical excellence. We used scientific methods of analysis, synthesis to clarify the essence and components of professional competence of future teachers, the definition of interactive methods and techniques for their effective formation in students; methods of generalization and systematization to formulate views on the interpretation of the essence of the concept of «pedagogical skills of a teacher». We defined the following teacher’s pedagogical skills as one of the most important and interconnected at each level of teacher training and self-improvement: readiness to perform professional pedagogical activity; integrating pedagogical creativity; professionally essential qualities; individual and activity components of pedagogical skills. We proposed tasks to form the individual (professionally important qualities) and activity (build a competent model, create a «value profile of an individual», readiness to fulfil the professional role as a teacher − innovator, coach, facilitator, tutor, mentor) components of future teacher’s pedagogical skills. We emphasize the importance of using pedagogical empowerment as future teachers’ ability to demonstrate pedagogical skills and confident implementation of professional activities.
3
Viršulienė, Kristina. "Developing Student-teacher’s Instructional Communication Skills through Teaching Practice: the Attitudes of Mentors." Pedagogika 121, no. 1 (April 22, 2016): 101–12. http://dx.doi.org/10.15823/p.2016.07.
Full textAbstract:
The article analysis the attitudes of mentors to the development of student-teacher’s instructional communication skills through teaching practice. The objective of the research was to reveal the opinion of the mentors about the development of student-teacher’s instructional communication. For that purpose observation was carried out in the natural environment. That helped to reveal the peculiarities of students’ instructional communication skills at teaching practice. Semi-structured interview methods were applied to interview the mentors. The data obtained via the Questionnaire for Mentors allowed to assess the student-teachers’ communication skills, and to identify the key factors for theirs’ professional improvement.
The interview data analysis presents mentors’ opinion about the dynamics of the student - teachers’ instructional communication skills at teaching practice, the importance of consultations, student-teachers’ assessment of their instructional skills, needs and possibilities of the skill improvement. It became evident that mentors’ assessment differed according to their work experience. When speaking about students’ assessment, the mentors of considerable experience (more than 5 years of continuous pedagogical work experience) admitted, that they had known students well through observing, communicating, consulting them, when talking to their colleagues they could assess their achievements. While the inexperienced mentors communicated with the student-teachers in a more formal way, they were less prepared to supervise students, help them know themselves and improve their instructional skills.
When considering improvement possibilities of teaching practice, all mentors claimed that student-teacher’s professional skills are being gained only by practicing. The mentors stressed that readiness for pedagogical professional practice is very much dependent on student’s ability to participate, to reflect, on willingness for self-knowledge as well as strong professional determination; results of individual practice and consultations with competent professionals.
4
Riabovol, Liliia. "The Essence and Structure of History and Legal Studies Teacher’s Competency: Analysis of Ukrainian and Foreign Scholars’ Approaches." Comparative Professional Pedagogy 7, no. 3 (September 26, 2017): 26–34. http://dx.doi.org/10.1515/rpp-2017-0032.
Full textAbstract:
Abstract For a teacher to be professionally successful, they should possess relevant competencies. A history and legal studies teacher’s competency as an integrated entity has not been the subject of scientific researches yet. The paper aims to analyze legal documents as well as scientific literature, generalize and systematize the approaches to understanding the essence and structure of teacher’s professional competency. It is considered as a set of specific competencies; a component of teacher’s competency; one of its two main competencies. These approaches do not contribute to understanding teacher’s competency as a holistic integrated formation; competencies, which are singled out along with teacher’s professional competency and should be considered as its organic components. The structure of teacher’s competency based on the positions of functional approach is described as a set of components, namely, knowledge of psychology and pedagogy, abilities, skills, emotions, internal motivation, attitudes, moral and ethical values, experience; gnostic, constructive, organizational, communicative, analytical, creative, predictive, projective, informational, pedagogical skills, etc. The teacher’s competency is denoted by different terms. Its essence is fully revealed by the term “professional and pedagogical competency”, which allows describing teacher’s competency as a holistic personal entity belonging to a particular professional teacher, comprehensively characterizing it and serves as a means of achieving pedagogical goals and solving pedagogical tasks, a criterion for a professional teacher’s development. Despite certain differences in understanding the essence and the vision of teacher’s competency structure, almost all researchers of this problem agree on the fact that the factors of developing a highly competent teacher are high-quality pedagogical education, professional training and lifelong professional development. Rather perspective are further studies on specification of the volume and the content of knowledge, skills and abilities, the values of history and legal studies teachers as components of their competency, as well as experimental confirmation of relevant theoretical positions.
5
Jamil, Hazri, Rohani Arbaa, and Mohamad Zohir Ahmad. "Exploring the Malaysian Rural School Teachers’ Professional Local Knowledge in Enhancing Students’ Thinking Skills." Journal of Education and Learning 6, no. 2 (December 13, 2016): 25. http://dx.doi.org/10.5539/jel.v6n2p25.
Full textAbstract:
This paper discussed a qualitative research findings on the case of Malaysian teachers employed their professional local knowledge for enhancing students’ thinking skills in classroom practices. In this paper, a teacher’s professional local knowledge is viewed as a teacher’s professional knowledge and skills developed through the combination of the teacher’s expertise, theory, knowledge and experiences gained from professional practices in various and different contexts of students’ social backgrounds, environment and culture. In this case study, we investigate four teachers from various disciplines and schools located in rural areas who are implementing student-centered teaching approach in the classroom. We identified the method, techniques and approaches they employed to enhance students’ thinking skills via observations and interviews regarding their teaching practices in the classroom. The study has shown how teachers practice their professional local knowledge through various approaches, strategies and techniques that form positive interaction between teachers and students. This often emboldens intellectual discourse, and gives the students learning autonomy during the process of teaching and learning to improve their thinking skills.
6
Kopzhasarova, U., B. Beisenbaeva, and S. Alken. "Improvement of technical specialty students’ foreign language professional skills." Bulletin of the Karaganda University. Pedagogy series 102, no. 2 (June 29, 2021): 157–63. http://dx.doi.org/10.31489/2021ped2/157-163.
Full textAbstract:
The article focuses on the problems of foreign language teaching at a technical university. Due to the integration of the Republic of Kazakhstan into the world community young specialists should effectively use a foreign language in their future profession. Teaching foreign languages in non-linguistic universities has particular relevance since foreign language communication of modern specialists in the professional sphere is becoming closer due to the effect of growing professional, business, scientific contacts of specialists in the world community. The article considers the experience acquired by the Foreign Languages department of Karaganda Technical University in developing undergraduate students’ foreign language communicative skills on the basis of the teacher’s experience using YouTube channel and also a professional and technical translation course organized in the University. The ways of developing technical specialty students’ foreign language skills as well as recommendations for teachers are suggested in the given work. The results of the survey among the students on the problems they face in learning the English language, the practice of interactive methods used for improvement of students’ professional foreign language communicative skills and other extra-curricular activities organized by the university foreign language department are also demonstrated.
7
Mozgaryov, L. V., and T. V. Dubovitskaya. "Professional Standard as a Basis for Competency Development in Teachers: The Experience." Psychological-Educational Studies 8, no. 2 (2016): 40–55. http://dx.doi.org/10.17759/psyedu.2016080205.
Full textAbstract:
Thepaperanalysesthe ‘Teaching’ function defined in the professional standard for preschool and school teachers. This analysis aims to identify basic directions in teachers’ professional development in the process of advanced training or self-education. The authors review the relationship between the teacher’s work actions, knowledge and skills necessary for efficient teaching. As they are only defined in general in the professional standard, the authors suggest how they can be decomposed into elements underlying the directions of the teacher’s professional development, helping to meet the requirements of the professional standard.
8
Stikliene, Aida, Anzelika Dautarte, Edmundas Bartkevicius, Remigijus Zalkauskas, and Algirdas Gavenauskas. "The research of the relationship between teachers’ professional skills and student expectations improving study environment." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 6 (December 30, 2017): 196–201. http://dx.doi.org/10.18844/prosoc.v4i6.2930.
Full textAbstract:
The teacher’s attitude towards the teaching process and communication skills is of particular importance and plays a crucial role in today’s rapidly changing world. It has to go together with raising the consciousness and awareness of individuals on study environment issues and ensuring them contribute to solutions of learning problems. Research was conducted with 405 prospective professionals who study at Aleksandras Stulginskis University Faculty of Forest Sciences and Ecology. An interactive questionnaire ‘Study subject in student’s eyes’ developed at Aleksandras Stulginskis University (2014–2017) was used as data collection tool. This article analyses the teacher’s pedagogical work from the student’s point of view. Multivariate analysis and regression tree model were used in the interpretation of the results. The results confirmed the hypothesis that hard-working students better evaluate teachers’ professional skills. It seems that elder course students with age have higher expectations from the teaching environment. Keywords: teacher’s attitude, Aleksandras Stulginskis University, pedagogical
9
Khan, Erum. "English Language Teacher’s Professional Attitude and Classroom Management Parameters." Journal of Educational Management & Social Sciences 1, no. 1 (June 29, 2020): 08–15. http://dx.doi.org/10.48112/jemss.v1i1.5.
Full textAbstract:
English language learning in the context of secondary and higher secondary schools in Pakistan has always been challenging to students and parents alike. This study aimed to explore the classroom management skills and strategies of English language teachers in the capital city of Karachi. Teacher’s motivation stimulates appropriate behavior that ensures teacher’s performance of their duties. This study followed qualitative methods’ parameters to explore the natural phenomena of the participant’s perceptions and experiences. The study was conducted in 15 secondary schools located in Karachi, Pakistan. The findings has shown that further learning opportunities of ELT learning, interaction and exchange of ideas globally, students’ participation in EL learning activities, professional education and in-service trainings are the most influenced motivational factors of secondary schools English Language teachers. Availability of ELT materials, respect from department officers, colleagues, society and parents and demand from students were found necessary skills to operate classrooms apart from professional content knowledge.
10
Jurs, Pāvels, and Inta Kulberga. "MULTIDIMENSIONAL CHARACTERISTICS OF TEACHER’S PROFESSIONAL COMPETENCE- CHALLENGE AND PERSPECTIVES DURING EDUCATION TRANSFORMATION PROCESS." SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (May 28, 2021): 244–52. http://dx.doi.org/10.17770/sie2021vol2.6234.
Full textAbstract:
The issue of teacher’s professional competence is multidimensional and multifaceted, it depends on several aspects, including educational policy, system implemented in every country and the particular educational establishment, which the educator works for. Being aware of the current pedagogical reality, challenges of the education system, pupils’ needs and manifold learning and teaching strategies, educators need knowledge, skills and experience of different levels formed for each particular individual in combination of education and experience with their physical, psychological and mental abilities. The goal of the article is to identify the structure of teacher’s professional competence being conscious of the theoretical and normative framework on the international and national level. In the article the theoretical research methods (method of comparison and critical thinking) and empirical research methods (data collection and document analysis) have been applied. In the society, educational institutions, also being aware of the transformation process in the education content and branch, there is a demand for teachers with a high level of professional competence. Education policy makers have set a very broad and extensive professional competence standard, which includes in itself both aspects related to the professional activity and individual characteristics, features and values. At the same time, there are various theoretical approaches which describe the framework of teacher’s professional competence and its multidimensional characteristic. The authors of the article have identified general knowledge, skills and attitude, as well as pedagogical knowledge, skills and attitude in the framework of the teacher’s professional competence structure.
Dissertations / Theses on the topic "Teacher’s professional skills"
1
Siems, Maria Edith Romano. "A construção da identidade profissional do professor da educação especial em tempos de educação inclusiva." Universidade Federal de Juiz de Fora (UFJF), 2008. https://repositorio.ufjf.br/jspui/handle/ufjf/3479.
Full textAbstract:
Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-02-23T17:47:38Z
No. of bitstreams: 1
mariaedithromanosiems.pdf: 943015 bytes, checksum: e3b1eda949f9941845c104a88272264a (MD5)Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-02-24T12:07:54Z (GMT) No. of bitstreams: 1 mariaedithromanosiems.pdf: 943015 bytes, checksum: e3b1eda949f9941845c104a88272264a (MD5)
Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-02-24T12:08:08Z (GMT) No. of bitstreams: 1 mariaedithromanosiems.pdf: 943015 bytes, checksum: e3b1eda949f9941845c104a88272264a (MD5)
Made available in DSpace on 2017-02-24T12:08:08Z (GMT). No. of bitstreams: 1 mariaedithromanosiems.pdf: 943015 bytes, checksum: e3b1eda949f9941845c104a88272264a (MD5) Previous issue date: 2008-02-14
CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Num contexto educacional em que os dados de avaliação dos sistemas educacionais apresentam resultados que denunciam um sistema altamente excludente, a Formação de Professores é apontada como um dos elementos fundamentais a partir do qual poderemos construir um sistema educacional inclusivo, que considere as questões das diferenças entre os alunos. Este estudo buscou compreender de que forma se deu a constituição identitária de professoras que se tornaram, para seus pares, referências de conhecimento acerca da educação de pessoas com deficiência, os chamados Professores da Educação Especial, neste momento em que as discussões se focam na Educação Inclusiva. Identificou fatores que contribuíram nas histórias de vida com que construíram sua profissionalidade docente, para que esta ótica inclusiva, comprometida com a realização de um processo educativo que considere a questão das diferenças, se estabelecesse. Considerando que o processo de constituição da profissionalidade docente inicia-se no momento em que o sujeito vivencia sua primeira experiência como aluno e alonga-se por todo o período de sua atuação docente e que esta é exercida em um contexto sócio-histórico; a concepção de que os homens são seres constituídos nas relações sociais em determinado contexto cultural em que dialeticamente se constituem ao tempo em que alteram sua realidade, assumiremos como perspectiva de reflexão teórico-metodológica, a perspectiva histórico-cultural. Embasamos nossos estudos em Bakhtin e sua Teoria Enunciativa da Linguagem e Vygotsky com a Teoria da Construção Social do Conhecimento. A partir desse referencial orientamos não só nossos procedimentos de pesquisa, como as análises de resultados encontrados, entendendo que a presença do pesquisador em campo, não só possibilita estabelecer determinada leitura da realidade, como também altera essa realidade, no momento mesmo em que cria espaços para a reflexão e evidenciação dos elementos que direcionam as práticas sociais daquele contexto. Foram participantes da pesquisa professoras da rede pública de ensino fundamental do município de Boa Vista, Estado de Roraima, que atuam na educação de pessoas com deficiência. Em nossas análises apresentamos processos de constituição identitária de um grupo de sete professoras considerando seus históricos de vida pessoal, acadêmica e profissional, destacando como a constituição de sua Identidade Profissional é afetada pela forma como o trabalho docente encontra-se organizado na atualidade. Discutimos de que forma essas professoras se relacionam com a Diferença, assumindo posturas que variam entre a perspectiva de Correção do “defeito”; da Compreensão deste como elemento a ser social e culturalmente incorporado e a da Conscientização, que toma o Múltiplo como elemento de enriquecimento da coletividade. Apontamos ainda, caminhos de reflexão acerca do lugar ocupado na atualidade pela Educação Especial, que, entendida como modalidade específica em nosso Sistema Educacional, encontra-se, ela mesma, excluída das discussões que se estabelecem no Ensino Regular.
Teacher’s training is put forward as a fundamental element in the aim of building an inclusive educational system that considers the differences amongst pupils, in an educational context where assessment data of the educational system reveals a highly excluding practice. At present time when discussions focus at Inclusive Education this paper aims to understand how the process of identity constitution came about for female teachers who have turned into references of knowledge regarding the education of disabled people, the so called Special Education Teachers. It identified factors that contributed to the histories of lives that have been established throughout their teaching professional skills so that the establishment of an educational system that considers the diversity issues could be achieved throughout the commitment of practicing an inclusive viewpoint. Starting from the point that the teaching professional skills process gets underway from the moment one faces its first contact as a student and stretches out through the whole period of its teaching performance. In addition this performance is exercised in a socio-historic context; the concept that humans beings are formed in their social relations and in a specific cultural context where they are dialetically shaped as their reality changes, therefore I will assume theoretical-methodology reflecting historic-cultural perspective. The main pillar for this research was found in the ideas of the Russian philosopher Mikhail Bakhtin such as his Statement of Speech Theory and in the Russian psychologist Lev Semenovich Vygotsky and his Social Construction of Knowledge Theory. Having these theories as foundation orientates not only the research procedures but also the analysis of the results found in them. The presence of an active researcher not only facilitates to establish a certain practical understanding of the teachers reality but also alters it. At the same time it allows space for reflection, and evidences the elements that directs the practices in that specific social context. Took part in this research elementary level Special Education teachers from state schools located in the capital city of Boa Vista, State of Roraima. In the analysis, the processes of identity constitution from a group of seven teachers are pointed out considering their historic of personal, academic and professional lives, emphasizing how the composition of their professional identity is affected by the way teaching work is organized at present. Discussions about the way these teachers interact with the diversity factor, since different approaches such as Correcting the “defect”; Understanding it as an element to be socially and culturally merged and the one of Awareness, that takes the multiple element as a positive extra factor that enriches the collective. Least but not last, I point out different reflections with regards to the space Special Education occupies in the contemporary world, that even though being treated as a specific subject in the actual Educational system finds itself excluded from discussions being carried out in Regular Education.
2
Reis, Jorge José Manuel. "On becoming a teacher-researcher in an academic context of in-service education : case study of a group of EFL teachers." Thesis, University of Bristol, 2000. http://hdl.handle.net/1983/1f62155e-3851-495c-a6ed-4fa720299c98.
Full textAbstract:
The study in this thesis is a longitudinal case study of a group of overseas teachers involved in research as part of an in-service B.Ed. (Honours) degree in TEFL. It addresses the process of development as teacher-researchers of the group during the course. In terms of outcomes it seeks to investigate the contribution, as perceived by the participants, of involvement in research to their professional development, and the impact of this experienceo n their ways of conceiving of teacher-researcha nd of themselves as reflective, enquiring practitioners. The findings of the study suggest that the adoption of a multi-stranded approach to involvement in research with in-service teachers may be desirable to the extent that it may foster the development of teachers as reflective practitioners, while also providing for their development at an academic level. However, the study also suggests that the particular type of approach to involvement in research undertaken by this group can be problematic, given the difficulties in reconciling the on-going professional development perspective with the certification element. The efforts to include a teacher-researche lement in degreec oursesf or teachersi s not unique to this course, and the conflict between the two aims may be relatively common. The end result is that the approach may require from participants a lot of effort to create a balance between their pedagogical expectations from the course and the criteria of academic certification. The study also provides some empirically-based analytical frameworks which may be of value in attempting to understand what happens when teachers encounter research.
3
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.
Full textAbstract:
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.
4
Mitakos, Dimitrios. "Computer literacy among Greek primary school teachers : knowledge, skills and attitudes." Thesis, University of Bath, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311362.
Full text
5
Robinson, Linda Marie McDonald. "Perceptions of Preservice Educators, Inservice Educators, and Professional Development Personnel Regarding Effective Methods for Learning Technology Integration Skills." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3316/.
Full textAbstract:
This study examined educators' preferences for learning technology integration skills in order to provide the education community with justifiable data concerning the need for educator training alternatives. A survey was distributed to compare preservice educators, inservice educators, and professional development personnel's perceived effectiveness of eight training methods (N=759). The four research questions examined were: Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills? (2) Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills when categorized by age? (3) Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills when categorized by total hours of instruction? (4) Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills when categorized by locus of control? All groups were measured for similarities and differences in preferences on credit classes, workshops, open computer labs, technology personnel support, peer support, online help, printed documentation, and trial and error. In addition, those training preferences were cross-referenced with age, training hours, and the locus of control personality factor. MANOVAs and post-hoc analyses were performed for each major research question as well as trends in the data were examined. This study indicated that the most effective training methods were technical support, peer support, and credit courses. The least effective training methods were online help, printed documentation, workshops, and computer labs. Age, amount of training hours, and locus of control score did not provide as much information as did educator type when predicting training preference. Based on the findings of this study, it is recommended that educator training programs be revamped to include the methods that the educators themselves have affirmed as effective for learning technology integration skills. This assures that teachers are prepared to integrate technology into the curriculum and students are prepared for a technological society.
6
Gann, Amity Fairlight. "DEVELOPMENT OF PROFESSIONAL NOTICING SKILLS IN PRESERVICE TEACHER RESIDENTS: A CROSS CASE ANALYSIS." Diss., Temple University Libraries, 2019. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/579926.
Full textAbstract:
Math & Science EducationPh.D.
Student achievement is rooted in a teacher’s ability to identify and assess student understanding of material. This is particularly challenging in classroom settings, which are dynamic and full of distractions, especially in science classrooms where discussion and inquiry are paramount. In mathematics education, the concept of professional noticing of children’s thinking refers to a teacher attending to, interpreting, and responding to student content understanding throughout a class period (Jacobs, Lamb, & Philipp, 2010). This skill is equally important when teaching other content, such as science, and is a key component of responsive and reflective practice used by excellent educators as outlined by reform standards for science (National Research Council [NRC], 1996, 2012; NGSS Lead States, 2013). Before a teacher can adapt to student needs, they must first identify critical moments of student sense-making and interpret the student’s ideas. Only then can they respond effectively. This set of teaching skills can be learned, and then later improved upon with practice and reflection. Recent research suggests that preservice science teachers can learn the fundamentals of noticing skills during specialized courses (Barnhart & van Es, 2015) and are able to carry forward this learning into their teaching experiences as full-time teachers (Amador, Carter, Hudson, & Galindo, 2017). However, little is known about the role of different aspects of preservice teacher education program experiences in laying the foundation for life-long development of noticing skills. This study used a multiple case study design to explore the experiences of six preservice science teachers, as related to professional teacher noticing of student thinking about science, during the semester before their full-time student teaching experience. Based on a situated learning framework (Lave & Wenger, 1991), this study centered on the university- and field-based experiences associated with a middle and secondary teacher education program at a large, Mid-Atlantic, urban university. Participants were enrolled in a teacher residency program. Observations, semistructured interviews, and artifact analysis were used to identify opportunities for and experiences with learning professional teacher noticing of student thinking about science content throughout the first semester of this residency program. Analysis of data included the use of a combination of a priori codes about the degree of teacher noticing of student thinking about science (Barnhart & van Es, 2015) and emergent codes of contextual events relating to opportunities for preservice science teachers to notice student thinking during field experiences. Case studies were developed, and a cross-case analysis performed to identify themes and trends in the learning experiences and development of the participants around noticing practices. Broadly, I found that the most access residents have to noticing is in their field experiences, and that their opportunities to learn to notice may be primarily mediated by their mentors’ abilities to “unpack” their own practice, communicate effectively with the resident, and help residents hone in on the content goals of lessons. This study provides a unique examination of preservice science teacher learning opportunities at the interface of education coursework and field experiences. Assertions developed from this multiple case study analysis provide insight into which experiences have the most impact on the development of preservice teachers’ attention to student thinking.
Temple University--Theses
7
Rahman, Mohammed Atiqur. "Job satisfaction among teachers : an exploration of the effects of perception of professional knowledge, instructional skills, and teacher education program quality /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1302882555.
Full text
8
Ejimofor, Francis O. "Principal's Transformational Leadership Skills and Their Teacher's Job Satisfaction in Nigeria." Cleveland State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=csu1202235575.
Full text
9
Hanifin, Pamela Anne, and res cand@acu edu au. "The Role of Reflection in Leading the Professional Development of the Advanced Skills Teacher." Australian Catholic University. School of Educational Leadership, 2000. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp208.12082009.
Full textAbstract:
This thesis critiques the role that reflection plays in leading teacher professional development. It critically explores the reflective processes that five Advanced Skills Teachers use to create meaning for their practice and to direct their professional learning. The research inquired into how this activity has contributed to their ongoing professional growth by connecting important learning events of the past, to decisions made and action taken when dealing with current problematic curriculum issues. This is relevant as the research was set within Brisbane Catholic Education during a time of system initiated curriculum reform. The theoretical framework for the research was primarily underpinned by critical social theory. It was also guided by an interpretative philosophy, In order to give some consideration to the personal dimension of experience. A case study approach was adopted as it promoted collaborative inquiry. This offered scope and flexibility to extrapolate and to critically explore the embedded values and thinking that underscored the teachers' decisions and actions. Most data were collected through a number of ongoing semistructured and open-ended interviews. The emergent design for the research allowed for systematic, yet flexible and ongoing data collection, analysis and participant feedback. Other supporting data included folio documentation, artefacts, an inquiry project summary sheet and a research diary. The research concluded that reflection plays an important role in enabling teachers to accept moral and professional responsibility for their own personal and professional development. However, this research has attested that there is no single model of what it means to be a reflective practitioner. Reflective practice and teacher professional development are highly idiosyncratic, complex and multi-dimensional phenomena that are clearly influenced by the interplay of a wide range of personal and contextual factors. The research revealed that teachers utilise a variety of reflective forms and processes, through various modes, to serve context specific interests. It also concluded that it was the teacher's explicit awareness of the critical intent behind thinking and subsequent action that appeared to be important to professional growth. This intent was consistently framed around each teacher's moral commitment of care and responsibility to the students as persons and learners. It became the most salient impetus behind professional deliberations and generative efforts to improve practice. Emotion tended to playa powerful, mediating role in this process. Moreover, reflection on the cognitive, affective and social dimensions of knowledge appeared to enable the teachers to consider the values• and ideals that underscored decisions and subsequent actions. The research concluded that reflection involves highly interactive cognitive and sensory processes that enable the teacher to connect with the self, with the students and with others in and beyond the school community. Reflective activity also seemed to enable the teachers to consider the consequences of dealing or not dealing with system initiated curriculum reforms, from the perspective of the students' best interests. The research revealed how the current emphasis on curriculum reform has influenced efforts to create a more holistic curriculum that gives attention to the person of the student. The modelling of reflective processes and the negotiation of aspects of the curriculum with the students provided worthwhile opportunities for these teachers, as well as their students, to articulate assumptions that underscored decisions and actions. The engagement in introspective self-dialogue, social reflection and reflective collaboration with peers and students appeared to enhance personal and professional development. This research also concluded that• administrative recognition and tangible support at the personal, school and system level provided conditions that were conducive to ongoing teacher renewal and development.
10
Cole, Mark Remsen. "An Examination of Cooperating Teachers' Observations of Their Student Teachers in the Areas of Personal, Teaching, and Musical Skills in the Elementary Classroom." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5001.
Full textAbstract:
The purpose of this descriptive study was to examine the observations of elementary school music teachers regarding the level of preparation of their most recent student teachers at the beginning of their student teaching experience. Twenty-seven elementary music teachers participated in a survey rating the preparedness of their student teacher in the areas of personal, teaching, and musical skills, and provided free-response feedback concerning the skills and abilities they observed as strong and weak. These responses were compared to the 1997 research completed by David Teachout, where preservice teachers and experienced teachers were asked to list what they felt were the forty most important skills necessary for success in regard to new music teachers. The results of the survey found a shift in emphasis in personal skills toward skills related to relationship quality with the students. Teaching skills surrounding Classroom Management were considered important but were the weaker of the demonstrated abilities. Musical skills showed the closest alignment between what was considered essential and demonstrated strength. Additional skills, both strong and weak were noted, and implications for the music teacher curriculum was discussed.
Books on the topic "Teacher’s professional skills"
1
author, Charles Annabel, and Kreft Trish author, eds. Success! passing the professional skills tests for teachers. Northwich: Critical Publishing, 2015.
Find full text
2
Laura, Meiselman, and Research and Education Association, eds. Praxis I PPST: Pre-Professional Skills Test. 7th ed. Piscataway, NJ: Research & Education Assn., 2011.
Find full text
3
Friend, Marilyn Penovich. Interactions: Collaboration skills for school professionals. 4th ed. Boston: Allyn and Bacon, 2003.
Find full text
4
Friend, Marilyn Penovich. Interactions: Collaboration skills for school professionals. 2nd ed. White Plains, N.Y: Longman, 1996.
Find full text
5
Lynne, Cook, ed. Interactions: Collaboration skills for school professionals. 3rd ed. New York: Longman, 2000.
Find full text
6
Friend, Marilyn Penovich. Interactions: Collaboration skills for school professionals. New York: Longman, 1992.
Find full text
7
Goyhman, Oskar. Organization and holding of events. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1071381.
Full textAbstract:
Every day around the world held a lot of events: exhibitions, conferences, presentations, festivals, etc. which requires professional skills, communication skills and creativity. In the textbook are given classification of activities, the technology for phased development and examples of some of them.
Meets the requirements of Federal state educational standards of higher education of the last generation.
Designed for students on specialties and directions of the service sector, and also for teachers, professionals, various agencies and all who have to organize events.
8
Lynne, Cook, ed. Interactions: Collaboration skills for school professionals. 7th ed. Boston: Pearson, 2013.
Find full text
9
Friend, Marilyn Penovich. Interactions: Collaboration skills for school professionals. 7th ed. Boston: Pearson, 2013.
Find full text
10
Jones, Jeff. Training for appraisal and professional development. London: Cassell, 1995.
Find full textBook chapters on the topic "Teacher’s professional skills"
1
Lakkala, Suvi, and Outi Kyrö-Ämmälä. "Teaching for Diversity with UDL: Analysing Teacher Competence." In Inclusive Learning and Educational Equity, 241–77. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_10.
Full textAbstract:
AbstractThis chapter is a description of collaborative action research on teacher competence in the context of inclusive education and universal design for learning (UDL). Our goal was to analyse what kinds of professional competencies teachers need when they are implementing UDL in heterogeneous classes. The action research was carried out as a case study together with two co-teachers and a class teacher, who implemented UDL in their heterogeneous classes. As a theoretical framework for teacher competence, we used the multidimensional adapted process (MAP) model of teaching, developed by Finnish researchers and teacher educators. We identified several teacher skills that are needed when the UDL approach is applied. According to our results, the most overarching necessary competence was the teachers’ cognitive skills. Applying UDL required the ability to flexibly transform one’s own teaching and learning situations. Furthermore, the teachers’ social skills appeared as an important attribute as their pupils were highly heterogeneous with diverse needs, and the teachers needed to collaborate with many other professionals and parents. Also, each teacher’s personal orientation, such as values, beliefs and ethics, played a crucial role in UDL while the teachers shared a common set of values, striving towards inclusive education.
2
Chu, Samuel Kai Wah, Rebecca B. Reynolds, Nicole J. Tavares, Michele Notari, and Celina Wing Yi Lee. "Teachers’ Professional Development." In 21st Century Skills Development Through Inquiry-Based Learning, 109–29. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2481-8_6.
Full text
3
Korhonen, Vesa, and Markus Weil. "The Internationalization of Higher Education: University Teachers’ Competencies and Professional Development." In Teaching Skills Assessments, 49–71. Wiesbaden: Springer Fachmedien Wiesbaden, 2015. http://dx.doi.org/10.1007/978-3-658-10834-2_4.
Full text
4
Brunner, Martin, Yvonne Anders, Axinja Hachfeld, and Stefan Krauss. "The Diagnostic Skills of Mathematics Teachers." In Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers, 229–48. Boston, MA: Springer US, 2013. http://dx.doi.org/10.1007/978-1-4614-5149-5_11.
Full text
5
Bourn, Douglas. "The Global Teacher." In Understanding Global Skills for 21st Century Professions, 163–200. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-97655-6_8.
Full text
6
Orgoványi-Gajdos, Judit. "Problem Solving as a Cross-Curricular Skill of Teachers." In Teachers’ Professional Development on Problem Solving, 1–7. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-711-5_1.
Full text
7
Leighton, Vicky. "Envisaging Teacher Spatial Competency Through the Lenses of Situated Cognition and Personal Imagination to Reposition It as a Professional Classroom Practice Skill." In Teacher Transition into Innovative Learning Environments, 249–75. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_21.
Full textAbstract:
AbstractThis chapter examines the complex phenomenon of teachers’ spatial interactions in their learning environments. Its goal is to examine concepts and theories that might inform a working conceptual framework. Building on recent studies that question how school environments can influence teacher behaviour, spatial concepts as well as architectural and cognitive psychology theories are examined to explore the dynamic and mutually dependent relationship between teachers and learning spaces. A new concept of ‘situated environmental imagination’ is devised as a conceptual explanation for teacher spatial competency; it also provides practitioners with the means to evaluate and observe space-related skills in classroom action settings. This approach pursues a non-linear understanding and analysis of space and teacher practice that blends architectural and educational perspectives, resulting in an argument for the inclusion of spatial competency as an important professional skill that has the potential to enhance student learning.
8
Pohle, Lara, Lars Jenßen, and Katja Eilerts. "Early childhood teachers' selection of subskills-related activities and instructional approaches to foster children's early number skills." In Early Childhood Teachers' Professional Competence in Mathematics, 149–62. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003172529-9.
Full text
9
Herrington, Jan, and Ron Oliver. "Professional Development for the Online Teacher." In Authentic Learning Environments in Higher Education, 283–95. IGI Global, 2006. http://dx.doi.org/10.4018/978-1-59140-594-8.ch020.
Full textAbstract:
While telecommunications and telematics have been available in schools and universities for decades, the speed of adoption of the Internet into general use has been unprecedented. This has placed a great deal of pressure on university teachers to re-evaluate their roles in the light of new teaching and learning opportunities. The Internet has opened up possibilities beyond the simple acquisition of information, and has created teaching and learning challenges that many teachers feel ill-equipped to meet. This chapter examines the impact of the Internet on the teacher’s role and explores the types of skills and strategies that teachers will need to be effective and efficient in online learning environments. The professional development needs for the new role of online teacher will be discussed within the context of a Graduate Certificate in Online Teaching and Learning designed to encapsulate authentic approaches to learning.
10
Kasemsap, Kijpokin. "Teacher Education and Teacher Professional Development." In Handbook of Research on Teacher Education and Professional Development, 112–37. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1067-3.ch007.
Full textAbstract:
This chapter reveals the prospect of teacher education; teacher education and technology utilization; the issues with professional development (PD); and the perspectives on teacher professional development (TPD) in the digital age. Teacher education offers teachers ways to keep their classrooms and curriculum highly educational. By providing teachers with teacher education programs, they are able to continue their own education, gain vital skills that they may not have been able to learn while taking college courses, and stay current with new technologies. TPD is an essential method of improving teaching and learning for teachers. TPD provides time, resources, and educational personnel to support teachers to improve their skills about teaching and learning. The effective teacher education and TPD programs should include technology pedagogy, the 21st century skills, and ethical perspectives toward improving preservice teacher's technological skills and enhancing both learner's educational opportunities and learning outcomes.
Conference papers on the topic "Teacher’s professional skills"
1
Shcherbakov, Andrey Viktorovich. "Conditions Of The Teacher’S Professional Skills Development As An Educator." In Psychology of Personality: Real and Virtual Context. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.02.89.
Full text
2
Hincu, Ionela. "Musical-interpretative skills and their role in teacher music education training." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p274-277.
Full textAbstract:
This article reflects the professional and moral values of the Music Education teacher: abilities, skills, aptitudes, organisational skills, and abilities, etc. that have a special place in the formation of pedagogical mastery. Performing activity reinforces the teacher’s authority as a propagandist musician of all that is best, transforming him or her into a genuine teacher of the 21st century. Thus, in the training of the Music Education teacher, the mutual relationship between the vocal, instrumental, vocal-instrumental performance and musical-theoretical knowledge is of great importance.
3
de Munnik, Marloes, and Osama Al-Mahdi. "DIGITALLY CHANGING TEACHING PRACTICE ENVIRONMENTS: AN EXPLORATION OF CONCEPTS AND IMPLICATIONS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end050.
Full textAbstract:
This paper proposes using different concepts for guiding institutional practices in times of digitally changing professional teaching work environments. This paper draws upon our previous research and offers a first step of a framework, to understand and explore the new digital changes for professional teaching and learning practice, while engaging in online and virtual work and learning environments. Thereby focusing on the notion of a professional and the social implications of digital work technologies that are used for teaching and learning. The theoretical paper is structured around concepts we identified in our previous work and its potential of adopting them in the context of digital communities of professional practices. Addressing these objectives can hopefully help us to understand, what the effects of digital professional teaching work environments on teaching practice and for teacher’s professional responsibility are, their social effects in everyday teacher work and their practice related knowledge? What capabilities, features or skills are enabling teachers to do so and what guidelines can help them to cope with the current changes? And ultimately, how workplaces, schools and universities can benefit from these ideas? We focus on both human social factors and digital material factors as being inherent to professional teaching and learning practice. We hereby build upon concepts derived from socio-cultural and socio-material theories which are currently not commonly used in the same context, such as: communities of practice which is popular in socio-cultural learning theories whereby the understanding of human development relies on the social world; and extending the community of practice with materiality whereby human development also involves the material world. We contribute with this paper by suggesting that our framework, drawing on concepts of two different but related learning theories is useful for further research, such as on the institutional and individual response to digital change in teaching and learning practice. We believe that our theoretical informed conceptual approach enables to inform an increased professionality of teaching professionals in times of digital work change, activates thinking about different concepts, a change of mindset or at least provide the guidelines for an improved understanding among those involved in teaching practice.
4
Kauppinen, Tomi, and Yulia Guseva. "Learning in the Era of Online Videos: How to Improve Teachers’ Competencies of Producing Educational Videos." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8096.
Full textAbstract:
Online videos have gained huge popularity among people seeking for entertainment, and increasingly also among learners. People seek for tips in videos, ranging widely from improving language skills to bike reparation, or from solving mathematical equations to indoor decoration. At the same time teachers are facing challenges of producing professional videos that can support learners to learn the variety of topics. Teachers at the higher education institutes are often professionals in presentation skills in classrooms, but can face challenges when presenting in videos. In this paper we present a process for improving skills needed to produce educational videos. The process starts from the assumption of often explicit question by the teacher: “How can I produce professional educational videos?” The process includes identifying main challenges teachers face, and continues with a series of hands-on workshops targeted to develop each of the skills followed by the video production itself. We report also an evaluation of the process with teachers from the Aalto University, discuss the implications and resulting categorization of production models.
5
Echiverri, Leah Li. "Classroom Learning Motivators:Breaking ESL Chinese university students' passivity in class discussion." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11098.
Full textAbstract:
Chinese university students enrolled in overseas coursework and English as Medium of Instruction courses domestically have a reputation for classroom passivity as recognized internationally. Thus, the case study was employed to explore Wenzhou Kean University (WKU) students’ ‘willingness to communicate’ based on motivation and attitude toward the classroom learning milieu. Purposive and convenience sampling techniques were used in the semi- structured interview of 75 informants during the focus group discussion. Thematic content analysis method was used to analyze qualitative data collected. Grounded theory was used for the generation of theories. Findings showed that ESL Chinese university students are motivated because of knowledge acquisition and English spoken ability improvement when they engage in class discussion. A relaxing classroom climate, teacher’s personality and professional competence in designing the learning experiences contribute in shaping favorable learning attitudes necessary for active student participation in class discussion. Most WKU students intend to pursue graduate studies abroad and considers English speaking ability important in their future and career goals. This belief persistently motivates them to engage in class discussion. Besides, thinking skills development, English spoken language improvement, self-confidence build up, leadership skills, teamwork skills and adaptability to new environment development heighten the importance of class discussion.
6
Blessing Funmi, Komolafe, and Qian Xusheng. "Critical Thinking an Antidote to Artificial Intelligence Threat: An Innovation in Teacher Education Practices." In International Conference on Education. The International Institute of Knowledge Management, 2020. http://dx.doi.org/10.17501/24246700.2020.6205.
Full textAbstract:
: The role of Critical thinking skill in developing 21st-century teaching profession can’t be overstated. Projecting into the future, critical thinking is expected to serve as tools for integrating Artificial Intelligence into the teaching profession as well as an antidote to the threats of artificial intelligence to the teaching profession in the machine learning age. This study investigates John Dewey's philosophy on critical thinking and reviews existing literature on teaching profession. The questions raised by this study include: what is critical thinking requirement skill in 21st century? Does critical thinking serve as a means of integrating artificial intelligence (AI) into the teaching profession? What is the basic critical thinking skill and strategies needed for effective teaching that serve as an antidote to AI threats? The results imply that teachers need to acquire critical skills in order to outsmart machine, which has become a threat to many professions including teaching. The relevant teacher is one that does not function like a programmed machine. Ability to think critically is the answer to the “Austria vision 2030”( Machine learning age), teachers need to think critically in the teaching profession innovation as a major means to overcome AI threat and in order to be relevant in 21st century machine learning age. Keywords: Critical Thinking; Artificial Intelligence; Education; Antidote; Teaching; Profession
7
Vyshpinska, Yaryna. "Formation of Creative Personality of Students Majoring in «Preschool Education» in the Process of Studying the Methods of Musical Education." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/38.
Full textAbstract:
The body of the article goes on to discuss the creative models of a student’s personality’s development in the process of mastering the course «Theory and methods of musical education of the preschool children». In general, the teacher's profession accumulates a big number of opportunities for the creative improvement of a would-be teacher's personality. All types of activities used while working with children in the process of mastering the artistic competencies (like fine arts, modeling, designing, appliqué work or musical activities) require not only technical skills, but also sufficient creative imagination, lively idea, the ability to combine different tasks and achieve the goals. Achieving this task is possible if students are involved into the process of mastering the active types of musical activities – singing, musical-rhythmic and instrumental activity, development of aesthetic perception of musical works. While watching the group of students trying to master the musical activity, it is easy to notice that they are good at repeating simple vocal and music-rhythmic exercises. This is due to the young man's ability to imitate. Musical and instrumental activities require much more efforts and attention. It is focused on the types and methods of sound production by the children's musical instruments, the organization of melodic line on the rhythm, the coherence of actions in the collective music: ensemble or the highest form of performance – orchestra. Other effective forms of work include: the phrase-based study of rhythmic and melodic party, the ability to hear and keep the pause, to agree the playing with the musical accompaniment of the conductor, to feel your partner, to follow the instructions of the partiture. All the above-mentioned elements require systematic training and well selected music repertoire. Students find interesting the creative exercises in the course of music-performing activities which develop musical abilities, imagination and interpretive skills of aesthetic perception of music, the complex of improvisational creativity in vocal, musical-rhythmic and instrumental activity. The experiments in verbal coloring of a musical work are interesting too. Due to the fact that children perceive music figuratively, it is necessary for the teacher to learn to speak about music in a creative and vivid way. After all, music as well as poetry or painting, is a considerable emotional expression of feelings, moods, ideas and character. To crown it all, important aspects of the would-be teacher’s creative personality’s development include the opportunities for practical and classroom work at the university, where they can develop the musical abilities of students as well as the professional competence of the would-be specialist in music activity. The period of pedagogical practice is the best time for a student, as it is rich in possibilities and opportunities to form his or her creative personality. In this period in the process of the direct interaction with the preschool-aged children students form their consciousness; improve their methodical abilities and creative individuality in the types of artistic activity.
8
Nikula, Natalia. "The Formation of the Future Specialist Professional Culture in the Educational Space of the University." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/22.
Full textAbstract:
The article highlights the theoretical foundations on the formation of future specialist professional culture the in the field of professions "person-person". It is established that this is a purposeful, specially organized influence on the individual to improve his/her motivational sphere, value orientations, professional knowledge, skills and abilities, ability to empathy and reflection. This problem was studied by the author from the view of several scientific approaches: axiological, cultural, competence, activity. Based on the definitive analysis, the "professional culture of a specialist" concept is formulated, which is considered as a combination of professional and personal values and qualities of a specialist, his/her professional competence, which ensure highly effective fulfilment of professional duties based on reflection and self-development. Structural and semantic analysis allowed identifying components of the professional culture of future professionals i.e. value, cognitive, personal, and reflexive. The experimental research diagnostic tools of a formation condition of the future specialist professional culture in educational space of university are developed and tested: criteria, indicators, levels, techniques which reflect integrity of the investigated phenomenon structural components. The organizational and pedagogical conditions for the formation of the professional culture of the future specialist in the field of professions "person-person", which were implemented in the educational environment of the university, have been developed and theoretically grounded. An experimental study was fulfilled and the effectiveness of the proposed organizational and pedagogical conditions was proved.
9
Gorobeț, Evelina. "Contextual-pandemic adaptation of pedagogical practice in the online environment. Modern guidelines in the professional training of teachers." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p203-209.
Full textAbstract:
The reflections of this article goal at the professionalization of the teaching career, which is one of the objectives aimed at the quality of education. The current socio-economic dynamics and complexity require continuous adaptability from teachers. They are put in the situation to periodically develop their professional skills, in order to meet both the the updated students’ educational needs, as well as the scientific innovations that result from the research in various fields. An interesting aspect is related to the needs and challenges of teachers in conditions of pandemic coronavirus (SARS CoV-2). The new conditions have imposed the transition of pedagogical practice in the online environment, an alternative adopted in many teacher training programs. As this decision was considered better than a temporary withdrawal from practice, students and their mentors had to adapt. For the future we have another certainty, that the pandemic will not stop very soon. Otherwise, the future is a matter of probability. The topicality of the topic researched in this article lists the professional training, taking into account the endowment of teachers with the necessary skills so that they feel comfortable in all situations that may arise during their teaching activities. Dynamism, flexibility, receptivity to the new and critical reflection on curricular requirements and methodological approach define the modern teaching profession.
10
Franco, Amanda R., and Rui Marques Vieira. "Promoting critical thinking in higher education in the context of teacher professional development." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9077.
Full textAbstract:
Critical thinking is profusely recognized as a key-skill for today's higher education students, who are simultaneously future employees/employers and forever local-global citizens. Yet, critical thinking must be deliberately, explicitly, and systematically promoted if it is expected to arise and expand. Such a promotion may be stimulated by teachers through the application of strategies that are oriented to critical thinking. Alas, recurrent evidence shows that teachers themselves need teacher professional development on how to do so, seeing that, as a rule, teacher education does not address the promotion of critical thinking open-handedly. With such in mind, the present paper presents a proposal of a teacher continuing professional development program consisting of five two-hour sessions, aimed at enabling university teachers to learn about critical thinking and how to think critically and, in turn, to learn how to teach their students for critical thinking. This program shall be implemented in 2019, with teachers at a public university located in the northern-central region of Portugal. Considerations are made about how the promotion of critical thinking in higher education may be performed via university teacher continuing professional development, bearing in mind the characteristics of this specific public and the principles of teacher professional development itself.
Reports on the topic "Teacher’s professional skills"
1
Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.
Full textAbstract:
Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure Dual Language Learner (DLL) support within California’s TK policy; 2) provide a synthesis of research findings; and 3) provide TK professional learning and policy recommendations that would allow for the inclusion of professional development on evidence-based practices purposefully integrated with DLL supports. Policy recommendations include: 1) utilize professional learning modules such as SDR in 24 ECE unit requirement for TK teachers; 2) include individuals with ECE and DLL expertise in the ECE Teacher Preparation Advisory Panel; and 3) allocate additional funds in the state budget for training on SDR, in-classroom support for TK teachers of DLLs, and evaluation of these efforts.
2
Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, May 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.
Full textAbstract:
To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
3
Armas, Elvira, Gisela O'Brien, Magaly Lavadenz, and Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.
Full textAbstract:
This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through the provision of targeted program models, curriculum, and instruction. The article presents project highlights, professional learning approaches, elements of the interdisciplinary, standards-based Urban Ecology curricular modules, and project evaluation results about ELs’ outcomes and teachers’ knowledge and skills in delivering high-quality STEM education for ELs. The authors list various implications for teacher professional development on interdisciplinary instruction including university partnerships.
4
Ajzenman, Nicolás, Gregory Elacqua, Diana Hincapié, Analia Jaimovich, Florencia López Bóo, Diana Paredes, and Alonso Román. Do You Want to Become a Teacher?: Career Choice Motivation Using Behavioral Strategies. Inter-American Development Bank, May 2021. http://dx.doi.org/10.18235/0003325.
Full textAbstract:
Qualified teachers are a fundamental input for any education system. Yet, many countries struggle to attract highly skilled applicants to the teaching profession. This paper presents the results of a large-scale intervention to attract high performing high-school students into the teaching profession in Chile. The intervention was a three-arm email campaign which made salient three types of motivations typically associated with the teaching profession: intrinsic/altruistic, extrinsic, and prestige-related. The objective was to identify which type of message better appealed to high performing students to nudge them to choose a teaching major. The “intrinsic” and “prestige” arms reduced applications to teaching majors among high performers, while the “extrinsic” arm increased applications among low performers. A plausible interpretation could be that the “intrinsic” and “prestige” messages made more salient an issue that could otherwise be overlooked by high performing students (typically from more advantaged households), negatively impacting their program choice: that while the social value of the teaching profession has improved, it still lags behind other professions that are valued more by their families and social circles. In turn, the “extrinsic” arm made salient the recent improvements in the economic conditions of the teaching profession in Chile, thus appealing to low performing students who in general come from disadvantaged families and for whom monetary incentives are potentially more relevant. These results emphasize the importance of having a clear picture of the inherent motivations that could influence individuals career choice. Making salient certain types of motivations to the wrong target group could lead to undesired results.
5
Piper, Benjamin, Yasmin Sitabkhan, Jessica Mejia, and Kellie Betts. Effectiveness of Teachers’ Guides in the Global South: Scripting, Learning Outcomes, and Classroom Utilization. RTI Press, May 2018. http://dx.doi.org/10.3768/rtipress.2018.op.0053.1805.
Full textAbstract:
This report presents the results of RTI International Education’s study on teachers' guides across 13 countries and 19 projects. Using quantitative and qualitative methods, we examine how teachers’ guides across the projects differ and find substantial variation in the design and structure of the documents. We develop a scripting index so that the scripting levels of the guides can be compared across projects. The impact results of the programs that use teachers’ guides show significant impacts on learning outcomes, associated with approximately an additional half year of learning, showing that structured teachers’ guides contribute to improved learning outcomes. During observations, we find that teachers make a variety of changes in their classroom instruction from how the guides are written, showing that the utilization of structured teachers’ guides do not create robotic teachers unable to use their own professional skills to teach children. Unfortunately, many changes that teachers make reduce the amount of group work and interactivity that was described in the guides, suggesting that programs should encourage teachers to more heavily utilize the instructional routines designed in the guide. The report includes a set of research-based guidelines that material developers can use to develop teachers’ guides that will support effective instructional practices and help improve learning outcomes. The key takeaway from the report is that structured teachers' guides improve learning outcomes, but that overly scripted teachers' guides are somewhat less effective than simplified teachers' guides that give specific guidance to the teacher but are not written word for word for each lesson in the guide.
6
Frantseva, Anastasiya. The video lectures course "Elements of Mathematical Logic" for students enrolled in the Pedagogical education direction, profile Primary education. Frantseva Anastasiya Sergeevna, April 2021. http://dx.doi.org/10.12731/frantseva.0411.14042021.
Full textAbstract:
The video lectures course is intended for full-time and part-time students enrolled in "Pedagogical education" direction, profile "Primary education" or "Primary education - Additional education". The course consists of four lectures on the section "Elements of Mathematical Logic" of the discipline "Theoretical Foundations of the Elementary Course in Mathematics" on the profile "Primary Education". The main lecture materials source is a textbook on mathematics for students of higher pedagogical educational institutions Stoilova L.P. (M.: Academy, 2014.464 p.). The content of the considered mathematics section is adapted to the professional needs of future primary school teachers. It is accompanied by examples of practice exercises from elementary school mathematics textbooks. The course assumes students productive learning activities, which they should carry out during the viewing. The logic’s studying contributes to the formation of the specified profile students of such professional skills as "the ability to carry out pedagogical activities for the implementation of primary general education programs", "the ability to develop methodological support for programs of primary general education." In addition, this section contributes to the formation of such universal and general professional skills as "the ability to perform searching, critical analysis and synthesis of information, to apply a systematic approach to solving the assigned tasks", "the ability to participate in the development of basic and additional educational programs, to design their individual components". The video lectures course was recorded at Irkutsk State University.
7
DeBarger, Angela, and Geneva Haertel. Evaluation of Journey to El Yunque: Final Report. The Learning Partnership, December 2006. http://dx.doi.org/10.51420/report.2006.1.
Full textAbstract:
This report describes the design, implementation and outcomes of the initial version of the NSF-funded Journey to El Yunque curriculum, released in 2005. As formative evaluators, the role of SRI International was to document the development of the curriculum and to collect empirical evidence on the impact of the intervention on student achievement. The evaluation answers four research questions: How well does the Journey to El Yunque curriculum and accompanying assessments align with the National Science Education Standards for content and inquiry? How do teachers rate the effectiveness of the professional development workshop in teaching them to use the Journey to El Yunque curriculum and assessment materials? How do teachers implement the Journey to El Yunque curriculum? To what extent does the Journey to El Yunque curriculum increase students’ understanding ofecology and scientific inquiry abilities? The evaluators concluded that Journey to El Yunque is a well-designed curriculum and assessment replacement unit that addresses important science content and inquiry skills. The curriculum and assessments are aligned to life science content standards and key ecological concepts, and materials cover a broad range of these standards and concepts. Journey to El Yunque students scored significantly higher on the posttest than students learning ecology from traditional means with effect size 0.20.