Academic literature on the topic 'Teacher development'
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Journal articles on the topic "Teacher development"
Zulfitri, Zulfitri. "Teacher Professional Development." JADEs : Journal of Academia in English Education 1, no. 1 (June 15, 2020): 1–18. http://dx.doi.org/10.32505/jades.v1i1.2680.
Full textGoodson, Ivor F. "Sponsoring the Teacher's Voice: teachers' lives and teacher development." Cambridge Journal of Education 21, no. 1 (January 1991): 35–45. http://dx.doi.org/10.1080/0305764910210104.
Full textRutter, Alison. "Teacher Choices: Teacher Development." Teachers College Record: The Voice of Scholarship in Education 119, no. 14 (November 2017): 1–32. http://dx.doi.org/10.1177/016146811711901409.
Full textSzeto, Elson, and Annie Yan-Ni Cheng. "Principal–teacher interactions and teacher leadership development: beginning teachers’ perspectives." International Journal of Leadership in Education 21, no. 3 (January 11, 2017): 363–79. http://dx.doi.org/10.1080/13603124.2016.1274785.
Full textYefimenko, Iryna V., Olena M. Yakymchuk, Nataliia Ye Kravtsova, Halyna I. Sotska, and Anatolii M. Korol. "Art education development in the context of global changes." Linguistics and Culture Review 5, S2 (August 1, 2021): 501–13. http://dx.doi.org/10.21744/lingcure.v5ns2.1386.
Full textXodjiakbar Qizi, Shukurova Marifat, Omina Mukhiddinova Sharofiddin Qizi, and Abdurakhmon Norinboev Vokhidovich. "Methodological Support Of Teacher Training In English Language Teacher’s Development." American Journal of Social Science and Education Innovations 02, no. 12 (December 30, 2020): 313–17. http://dx.doi.org/10.37547/tajssei/volume02issue12-54.
Full textBudiwati, Neti. "Development of Education and Training Models in Improving the Professionalism of Economic Teachers." International Journal Pedagogy of Social Studies 4, no. 1 (June 30, 2019): 98–102. http://dx.doi.org/10.17509/ijposs.v4i1.21496.
Full textShulman, Lee S. "Teacher Development." Journal of Applied Developmental Psychology 21, no. 1 (January 2000): 129–35. http://dx.doi.org/10.1016/s0193-3973(99)00057-x.
Full textBehrens, E. Diane. "Teacher Perceptions of a Consulting Teacher Model for Professional Development." Journal of School Leadership 5, no. 5 (September 1995): 482–503. http://dx.doi.org/10.1177/105268469500500504.
Full textNandang, Ade, and Dindin Nasrudin. "Development of Teachers' Primary School Skills in Teaching Arabic." JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) 2, no. 1 (February 22, 2019): 38. http://dx.doi.org/10.33578/jtlee.v2i1.6668.
Full textDissertations / Theses on the topic "Teacher development"
Teater, Troy A. Lorsback Anthony L. "Development of teacher efficacy." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3128288.
Full textTitle from title page screen, viewed March 21, 2005. Dissertation Committee: Anthony L. Lorsbach (chair), Thomas P. Crumpler, Kathleen M. Crawford, Rosalyn Templeton. Includes bibliographical references (leaves 195-200) and abstract. Also available in print.
Mahlaela, Kedibone I. "Teacher assessment for teacher professional development." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71703.
Full textBibliography
This study is an investigation of the link between the current South African Integrated Quality Management System (IQMS) as an assessment process and teacher professional development in South Africa. A review of literature confirms that teacher assessment should and could facilitate teacher professional development. However, how teacher assessment affects teacher professional development has not been fully recognized. There is, however, little empirical research available on how teacher assessment affects teacher professional development. Steyn and van Niekerk (2002) have noticed that little is known on the kind of support that teachers should receive as a result of teacher assessment. As a result, people are unclear on how teacher assessment should be implemented in order to yield effective teacher professional development. Though the government took numerous efforts to ensure greater teacher accountability and functional schools over some years via policy interventions such as IQMS, there are still deep-seated challenges that hamper these interventions from working effectively. Therefore, the qualitative case study has used three secondary schools in Limpopo, Capricorn District as the research sites to explore the role of IQMS in teacher professional development. The results from the participants indicate that IQMS is effective but only if a numbers of issues can be considered. Participants highlighted issues like, if every teacher can be trained, and there could be quality training with competitive facilitators, also, if there could be a conducive culture and the climate of the school then that could impact positively on teacher development.
Binks, Peter. "Teacher biography and teacher development : considerations for development through dialogue." Thesis, University College London (University of London), 2004. http://discovery.ucl.ac.uk/10020466/.
Full textDoughney, John F. Laney James Duke. "The relationship of teacher efficacy to teacher concerns and job-embedded professional development." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9107.
Full textBiehl, Paola Gabriella. "Tracing teacher development." reponame:Repositório Institucional da UFSC, 2016. https://repositorio.ufsc.br/xmlui/handle/123456789/167711.
Full textMade available in DSpace on 2016-09-20T04:13:06Z (GMT). No. of bitstreams: 1 339900.pdf: 1143225 bytes, checksum: 868067c8dcc62ec2e8c7becb54c491a8 (MD5) Previous issue date: 2016
Abstract : In the field of English as a ForeignLanguage (EFL) teacher education, special attention must be given to novice teachers, (i.e. the ones working as a teacher for at most three years[Huberman,1993]), so that they can bridge the theory learned at preservice, courses, workshops or academia to the reality of their practice more comfortably and less lengthily. Following one on the main tenets of Vygotsky's (1987) Sociocultural theory (SCT), this study aimed to trace a novice teacher's developmental path, as she was mediated by a more experienced other (in this study, the researcher herself). The guiding question that permeated this study was to what extent the mediating sessions between teacher educator and novice teacher impacted the teacher. In order to answer this research question, the following specific questions were asked: i) How the interactions between teacher educator and novice teacher reverberated on the novice teacher's practice; ii) How the interactions between teacher educator and novice teacher reverberated on the novice teacher's discourse; and iii) if the novice teacher perceived herself differently, felt more confident about her teaching, and in what ways. Qualitative research methods were used to analyze data, which were collected through filmed class observation, filmed feedback sessions (called mediating sessions), and questionnaires. Analysis showed that the mediating sessions did impact the teacher,presenting evidence inboth teacher's discourse and practice, as well as in her self-analysis. These findings support the importance of a teacher educator's intentional and goal-oriented mediation for teachers, especially beginner teachers. The results of this study, while confirming the imperative role of reflective teaching (Richards, 1995) and teacher reasoning (Johnson, 1999), corroborate Vygotsky s (1987) proposition concerning the twisting path of concept development (Smagorinsky, Cook & Johnson, 2003).
No campo de formação de professores de Inglês como Língua Estrangeira (EFL), uma atenção especial deve ser dada aos professores iniciantes, (ou seja, aqueles que trabalham como professor durante, no máximo, três anos [Huberman, 1993]), para que possam relacionar a teoria aprendida em treinamentos, cursos, workshops ou academicamente com a realidade da sua prática de forma mais confortável e menos longa. Seguindo um dos principais princípios da teoria sociocultural (SCT) de Vygotsky (1987), este estudo teve como objetivo traçar o caminho de desenvolvimento de uma professora iniciante, como ela foi mediada por um colega mais experiente (neste estudo, o próprio pesquisador). A questão norteadora que permeou este estudo foi até que ponto as sessões de mediação entre a formadora de professores e a professora iniciante impactaram na professora. A fim de responder a esta questão de pesquisa, foram feitas os seguintes questões específicas: i) Como as interações entre a formadora de professores e a professora iniciante reverberaram na prática da professora; ii) Como as interações entre a formadora de professores e professor principiante reverberaram no discurso da professora; e iii) se a professora iniciante percebeu-se de forma diferente, se sentiu-se mais confiante com seu ensino, e de que forma. Métodos qualitativos de pesquisa foram utilizados para analisar os dados, que foram coletados por meio de observação de aulas filmadas, sessões de feedback filmadas (chamadas de sessões de mediação), e questionários. A análise mostrou que as sessões de mediação realmente impactaram na professora, apresentando evidências tanto no discurso quanto na prática da professora, bem como na sua auto-análise. Estes resultados reiteram a importância da mediação intencional e com foco nos objetivos dos formadores de professores para o desenvolvimento dos professores, especialmente professores iniciantes. Os resultados deste estudo, confirmando o papel fundamental do ensino reflexivo (Richards, 1995) e do raciocínio do professor (Johnson, 1999), corroboram com a proposta de Vygotsky (1987) relativa à trajetória sinuosa (twisting path) de desenvolvimento do conceito (Smagorinsky, Cook & Johnson, 2003).
Erickson, Stacy Johnson. "An examination of the relationship between professional development and teacher turnover /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1404348121&sid=2&Fmt=2&clientId=11238&RQT=309&VName=PQD.
Full textTypescript. Includes vita and abstract. Includes bibliographical references (leaves 92-98). Also available for download via the World Wide Web; free to University of Oregon users.
Corkery, Debra L. "Developmental practices for effective teacher evaluation /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9962515.
Full textLekome, Botsang Patricia. "Professional development of primary school educators through the developmental appraisal system." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-09122008-152948/.
Full textWermke, Wieland. "Development and Autonomy : Conceptualising teachers’ continuing professional development in different national contexts." Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-86705.
Full textEllefson, Bryan A., and University of Lethbridge Faculty of Education. "Teacher-directed professional development." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1994, 1994. http://hdl.handle.net/10133/54.
Full text174 leaves ; 29 cm.
Books on the topic "Teacher development"
Elliott, John, Dip. Phil. Ed., ed. Reconstructing teacher education: Teacher development. London: Falmer Press, 1993.
Find full textNeufeld, Jonathan. Redefining teacher development. Milton Park, Abingdon, Oxon: Routledge, 2009.
Find full textBrown, Bettina Lankard. Vocational teacher professional development. Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, College of Education, the Ohio State University, 2000.
Find full textHarding, Edith W. Teacher preparation and development. Olympia, Wash. (110 Fifth Ave., Suite 214, PO Box 40999, Olympia, 98504-0999): Washington State Institute for Public Policy, 1999.
Find full textUniversity of Hong Kong. Faculty of Education. Teacher education and development. HongKong: University of Hong Kong, 1993.
Find full textDíaz-Maggioli, Gabriel. Teacher-centered professional development. Alexandria, Va: Association for Supervision and Curriculum Development, 2004.
Find full text1934-, Woods Peter, ed. Working for teacher development. Dereham: Francis, 1989.
Find full textKubanyiova, Magdalena. Teacher Development in Action. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9780230348424.
Full textHarding, Edith W. Teacher preparation and development. Olympia, Wash. (110 Fifth Ave., Suite 214, PO Box 40999, Olympia, 98504-0999): Washington State Institute for Public Policy, 1999.
Find full textAubusson, Peter, and Sandy Schuck, eds. Teacher Learning and Development. Dordrecht: Springer Netherlands, 2006. http://dx.doi.org/10.1007/978-1-4020-4642-1.
Full textBook chapters on the topic "Teacher development"
Tartt, Emma, and Meta Van Sickle. "Teacher Development." In Talent Development in School, 187–99. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003238478-12.
Full textBorromeo Ferri, Rita. "Teacher Education and Teacher Development." In Interdisciplinary Mathematics Education, 259–61. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11066-6_16.
Full textStrauss, Sidney. "Teacher Power." In Children and Sustainable Development, 273–81. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47130-3_21.
Full textKang, Liyin, and Dong Wang. "Teacher Development School." In Encyclopedia of Teacher Education, 1–7. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_7-1.
Full textCrawford, Barbara. "Teacher Professional Development." In Encyclopedia of Science Education, 1–4. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_255-4.
Full textSon, Jeong-Bae. "Teacher Development Resources." In Teacher Development in Technology-Enhanced Language Teaching, 185–201. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75711-7_11.
Full textSon, Jeong-Bae. "CALL Teacher Development." In Teacher Development in Technology-Enhanced Language Teaching, 57–69. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-75711-7_4.
Full textCrawford, Barbara. "Teacher Professional Development." In Encyclopedia of Science Education, 1027–29. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_255.
Full textHua, Zhang. "On Teacher Development." In Autobiography and Teacher Development in China, 49–68. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137382405_2.
Full textKang, Liyin, and Dong Wang. "Teacher Development School." In Encyclopedia of Teacher Education, 1755–61. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8679-5_7.
Full textConference papers on the topic "Teacher development"
Trnova, Eva, and Josef Trna. "DEVELOPMENT OF SCIENCE TEACHER CREATIVITY AND IBSE." In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.95.
Full textPatac, Louida P., and Adriano V. Patac, Jr. "Teacher Education and Professional Development on The Influence of Teacher-Student Relationships on Mathematics Problem-solving." In 17th Education and Development Conference. Tomorrow People Organization, 2022. http://dx.doi.org/10.52987/edc.2022.011.
Full textFranco, 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 textDAUKILAS, Sigitas, and Rita KEIBIENĖ. "FRAMEWORK OF VOCATIONAL SCHOOL AND UNIVERSITY OF APPLIED SCIENCES TEACHER ACTIVITIES: MOTIVATIONAL FACTORS, PROFESSIONAL ROLES AND APPLICATION OF EDUCATIONAL TECHNOLOGIES IN CORRELATION WITH PERSONALITY TRAITS." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.238.
Full textKurtz da Silva, Fabiana Diniz, Anderson Amaral de Oliveira, and Josei Fernandes Pereira. "Cyberculture in Teacher Education: A Southern Brazilian Experience in Integrating Digital Culture Across and Beyond Curriculum." In 17th Education and Development Conference. Tomorrow People Organization, 2022. http://dx.doi.org/10.52987/edc.2022.005.
Full textZakiyuddin. "Teacher Professional Development." In International Conference on English Language Teaching (ICONELT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200427.066.
Full textPereira, Conceição, and Ana Pelarigo. "FROM INITIAL TEACHER TRAINING TO NEWLY QUALIFIED TEACHER." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1406.
Full textHall, Leslie, Clint Fisher, Sandra Musanti, Don Halquist, Matthew Magnuson, and Darcy Simmons-Klarer. "Shared Visions: Professional Development for Teacher Education Faculty." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2496.
Full textAwuku, Samuel K., and Abdul Karim Kadiri. "TO BE A TEACHER OR NOT TO BE A TEACHER? ─ THE EXPERIENCE OF NEWLY QUALIFIED TEACHERS IN GHANA." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.2241.
Full textO'Regan, Patricia. "Hiding in Plain Sight: Literacy Development Possibilities in Initial Teacher Education." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12908.
Full textReports on the topic "Teacher development"
Darling-Hammond, Linda, Maria Hyler, and Madelyn Gardner. Effective Teacher Professional Development. Learning Policy Institute, June 2017. http://dx.doi.org/10.54300/122.311.
Full textArif, Sirojuddin, Rezanti Putri Pramana, Niken Rarasati, and Destina Wahyu Winarti. Nurturing Learning Culture among Teachers: Demand-Driven Teacher Professional Development and the Development of Teacher Learning Culture in Jakarta, Indonesia. Research on Improving Systems of Education (RISE), November 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/117.
Full textJames, Carolyn. Development of Middle School Teachers' Knowledge and Pedagogy of Justification: Three Studies Linking Teacher Conceptions, Teacher Practice, and Student Learning. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2951.
Full textRuben, Barbara. Nurturing the Development of Teacher Change Agents Within a Teacher Education Program. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1990.
Full textLavadenz, Magaly, Elvira Armas, and Natividad Robles. Bilingual Teacher Residency Programs in California: Considerations for Development and Expansion. Loyola Marymount University, 2019. http://dx.doi.org/10.15365/ceel.policy.7.
Full textHollingsworth, Hilary, Debbie Wong, Elizabeth Cassity, Prue Anderson, and Jessica Thompson. Teacher Development Multi-Year Study Series. Evaluation of Australia’s investment in teacher development in Lao PDR: Interim report 1. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-674-1.
Full textRarasati, 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.
Full textThomas, Sally, W. J. Peng, H. S. Tian, and J. Z. Li. Improving educational evaluation and teacher development in China. Unknown, October 2011. http://dx.doi.org/10.35648/20.500.12413/11781/ii056.
Full textLoeb, Susanna, Demetra Kalogrides, and Tara Béteille. Effective Schools: Teacher Hiring, Assignment, Development, and Retention. Cambridge, MA: National Bureau of Economic Research, June 2011. http://dx.doi.org/10.3386/w17177.
Full textGygi, Carole. Development of a teacher rating instrument: methodological implications. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.536.
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