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Journal articles on the topic 'Teacher development'

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Author: Grafiati

Published: 4 June 2021

Last updated: 21 February 2023

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1

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.

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Professionalism of teachers is often attributed to three factors are quite important, namely the competence of teachers, teacher certification and teacher professional allowance. The third factor is the background that was allegedly closely associated with the quality of education. Professional teachers as evidenced by its competence shall promote the establishment process and product performance which can support the quality of education. Competent teachers can be evidenced by the acquisition of teacher certification following an adequate allowance according to the size of Indonesia. Today, there are a number of teachers who have been certified, it will be certified, has gained professional allowance, and will acquire the professional allowance. The fact that the teachers have been certified is a strong assumption, that the teacher already has competence. The problem that arises then, that the teacher is assumed to have had the competence which is only based on the assumption that they have been certified; it seems in the long term it is difficult to be accountable academically. Evidence have been certified, the teacher is present condition, which is generally a quality teacher resources shortly after certification. Therefore, the certification is closely related to the learning process, the certification cannot be assumed to reflect the competence of a superior lifetime. Post- certification should be an early milestone for teachers to constantly improve competence by means of long-life learning. To facilitate the improvement of teacher competence, it is necessary that a competence is initiated in order to manage the development of teachers’ professionalism.

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2

Goodson, 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.

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3

Rutter, 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.

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This article explores the individual and institutional professional choices related to the teacher development of the 19 exemplar elementary, secondary English, and math teachers who were still teaching 10-plus years after they entered teaching, either through New Jersey's alternate route (AR) program or college-based (CB) programs in the state. By examining the history of teacher development reform movements affecting the careers of these teachers and the ways in which these exemplar teachers chose to build their careers, two case studies are drawn to demonstrate the impact of the institution as well as the individuals’ professional motivation. The cases highlight the different professional paths and choices these teachers selected. In conclusion, the article recognizes that, rather than their initial choice of pathway, teachers’ development into mature veterans was affected most by their ongoing individual choices of professionalism, which include the effects of the institutions in which they chose to work.

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4

Szeto, 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.

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5

Yefimenko, 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.

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New trends are emerging in the system of higher art education due to globalisation and integration, rapid development of technological innovations. The use of technological innovations causes emerging of new types of communication, collaboration and interaction between teachers and students. In the article, the concept of smart education and its principles and the competence of a future teacher and specifics of their professional training were described. Global educational trends were characterised. The perspectives of professional and pedagogical activity of art teacher were outlined. The importance of technological innovations in the process of innovative education was explained. The criteria for assessing the teacher's innovative competence were highlighted. It was established that the modern smart society requires a teacher who teaches art history while constantly developing his cognitive abilities, systematically renew his intellectual and creative potential. The peculiarities of teacher's innovative competence formation in the changing conditions of a modern “smart” society were investigated. It was concluded that digital competence is one of the new requirements for art critics training in the context of the development of the information-oriented society.

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6

Xodjiakbar 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.

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Modern English as a foreign language (EFL) teachers are required to be competent in solving problems occurred in teaching and learning processes. They should be conscious of up-to-date information about new approaches, methods and techniques, as well as, they should be capable in use of information and communication technologies (ICT) and of course should work on improvement of their language components. So that EFL teachers could succeed in those goals, they are enrolled to in-service teacher trainings (INSET).

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7

Budiwati, 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.

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The aim to develop models of education and training that are effective in improving teacher competencies. The research method uses non-experimental explanatory and R & D method. The research sample is a high school economic teacher in the Greater Bandung area. Data collection using a questionnaire. Based on the education and training model that was once followed by economic teachers, the results of the research showed that teachers of professional education and training are very helpful in improving teacher professionalism, the form of online learning is very difficult for teachers, especially those in remote areas. Therefore teachers strongly agree to use face-to-face patterns and material support in improving teacher professionalism. Besides that the teacher strongly agrees that the Teacher Professional Education and Training and the teacher learning program with online mentoring can improve literacy and teachers who support professionalism. Teachers state patterns of teacher certification through Professional Education and Training Teachers should focus on professional competence. This study can determine the alternative development of the Teacher's Professional Education and Training model in positions and models, namely Teacher Professional Education and Training using blended learning and Teacher Education and Training Model Based on needs.

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8

Shulman, 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.

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9

Behrens, 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.

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Teachers’ perceptions of the Consulting Teacher Model in Albemarle County, Virginia were examined. Data collected from five consulting teachers and ten client teachers were utilized in a case study approach to describe five professional development clusters—each consisting of one consulting teacher and two client teachers. Five themes emerged from a cross-case analysis: receptivity to assistance, value of collegiality, viability of the role, consulting teacher as change agent, and teacher empowerment. Consulting teachers helped client teachers grow professionally and promoted different perspectives on teaching in the areas of mathematics, language arts, and special education. Of all the benefits of the Consulting Teacher Model, collaboration was viewed as the most rewarding.

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10

Nandang, 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.

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In Islamic elementary school, Arabic is a compulsory subject that must be taught. In fact, the majority of elementary school teachers are not equipped with enough competence to teach it. This paper aims to describe efforts to improve the competence of elementary school teachers in teaching Arabic. The research method is descriptive qualitative through teacher competency mapping, needs analysis and Focus Group Discussion (FGD). The result of the research shows that Teacher Proficiency Development (TPD) in the form of workshop and teaching practice can be one of alternative in improving the pedagogic and professional competence of elementary school teacher in teaches Arabic. In order for effective TPD program, massive dissemination, advisory and sustainable programming is required involving relevant universities, government, and schools.

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Praptiningsih, P. "PENGEMBANGAN PROFESI GURU SEBAGAI PENINGKATAN KINERJA GURU." Mamba'ul 'Ulum 16, no. 1 (April 20, 2020): 31–39. http://dx.doi.org/10.54090/mu.3.

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This article examines teachers and professional development in the world of education. The teacher is someone who plays an important role in the achievement of educational goals. To achieve this goal, professional teachers are very much needed, therefore the teacher's profession in each teacher must be developed. Professional teacher coach and development including the development of pedagogical competencies, personality competencies, social and professional competencies. Professional teacher development can be carried out at Teacher Professional Education Institutions because of that, becomes an institution that is specifically tasked with conducting teacher professional education and has the authority to become a teacher certification institution, despite teacher education programs and competency areas being taught the teacher is the responsibility of the Non-Teaching Study Program in the PT-LPTK (Teacher Training Institute).

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Jayanti, Jayanti, and Dinn Wahyudin. "How important are today’s teacher development program contents for primary school teacher?" Jurnal Penelitian Ilmu Pendidikan 12, no. 1 (April 25, 2019): 55–62. http://dx.doi.org/10.21831/jpipfip.v12i1.19799.

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Teacher development program (TDP) will only be effective when it answers the teacher's need. This study aims to find out how important the training content that has been delivered in the TDP. The training contents listed in this study drawn from the Teacher Working Group, the School of Master Teacher program organized by Sekolah Guru Indonesia Dompet Dhuafa and teacher development at Sukma Bangsa School. A total of 327 primary school teachers have participated in the study which was designed based on survey model. The study was limited to primary school teachers due to different teacher needs of other school levels may be occurred. The data of this study were obtained by using a questionnaire comprised of 13 close-ended items in the form of the rating scale. Descriptive statistics include the percentage, frequency, mean, and standard deviation for data analysis. According to the study results, 84,1% of respondents chosen classroom management as the most important training content to learn. Another indication of the result is that the teachers also need to learn teaching and learning models, developmental psychology, teaching motivation, teaching and learning evaluation, teaching and learning media, technology-based learning, lesson plan, 2013 curriculum, classroom display, public speaking and literacy-based learning that more than 50% teachers defined them as very important to learn. However, only 47% of respondents mentioned Classroom Action Research is very important to learn. Based on the results of this study, the designer of TDP suggested considering classroom management as the first priority to deliver in the TDP followed by teaching and learning models, developmental psychology, teaching motivation, teaching and learning evaluation, teaching and learning media, technology-based learning, lesson plan, 2013 curriculum, classroom display, public speaking and literacy-based learning. In addition, it has to pay more attention to the teacher's need level of Classroom Action Research that is still very low due to improving their motivation to do research.

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13

Tuan, Le Khanh. "Teacher Development Measurement." Journal of Education in Black Sea Region 7, no. 1 (December 5, 2021): 105–19. http://dx.doi.org/10.31578/jebs.v7i1.253.

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Currently, there is no specific form of quantifying assessment criteria in the traditional assessment of teaching staff in Vietnam that is capable of measuring, comparing, and ranking the quality of this human resource comprehensively. This is also an urgent requirement in the management of human resources in education sector. The goal is to find an effective tool to measure the growth of teaching staff to meet the management requirements. Based on acknowledging and applying the United Nations methodologies to calculate the Human Development Index, the author has developed the Teacher Development Index with attributes that meet the requirements to become an effective management tool. Teacher Development Index has been developed since 2003 in Vietnam by the author of this paper. After many experiments and application, it has been authorized for use by the authorities, ranging from school boards to ministerial authorities, which has proven its accuracy and superiority. This initiative has received many scientific awards as well as support from education administrators. The author would like to introduce this initiative to international readers and hopes that this will prove to be a valuable reference for education authorities in other countries and that teacher development index will become widely applied. Keywords: Teacher development index, teacher development measurement, teachers.

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14

Carlson, Mary Alice, Ruth Heaton, and Molly Williams. "Translating Professional Development for Teachers Into Professional Development for Instructional Leaders." Mathematics Teacher Educator 6, no. 1 (September 2017): 27–39. http://dx.doi.org/10.5951/mathteaceduc.6.1.0027.

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In recent years, teacher noticing of children's mathematical thinking has emerged as an important and generative construct in mathematics education (Sherin, Jacobs, & Philipp, 2011). Less is known about ways instructional leaders notice teachers' learning. Between 2011 and 2015, we facilitated professional development (PD) in which coaches, principals, and teachers studied mathematics teaching and learning together. Our initial focus on teacher decision-making was inadequate in meeting instructional leaders' learning needs. We adapted the PD to focus instructional leaders' attention on the work of learning teaching. Analysis of leaders' discourse revealed shifts from noticing teacher characteristics to noticing dilemmas and decision-making within teaching and coaching. Findings suggest new roles for teacher educators and new forms of PD for instructional leaders.

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15

Hardy, Ian. "Critiquing teacher professional development: teacher learning within the field of teachers' work." Critical Studies in Education 51, no. 1 (January 5, 2010): 71–84. http://dx.doi.org/10.1080/17508480903450232.

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16

Sudarmi, Sudarmi, Syamsul Sunusi, and Agus Syam. "Development of human resources In the perspective of the career development of teachers at the State Vocational School in Makassar City." Jurnal Ad'ministrare 6, no. 1 (June 30, 2019): 45. http://dx.doi.org/10.26858/ja.v6i1.9692.

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This research was conducted to answer the problem of "how to develop the career of state vocational school teachers in Makassar City". Thus, this study aims to determine the career development of teachers in the State Vocational School in Makassar City. This research is a descriptive study that provides an overview of Career Development of Vocational School Teachers in Makassar City, with a total sample of 73 people. Data collection techniques used are, observation and questionnaire. Data analysis used is; descriptive statistical analysis. The results of the study showed that the career development of the teachers of State Vocational Schools in Makassar City was still in the less category. While supporting factors, namely; 1) teacher's pedagogic competence, 2) the implementation of duties and responsibilities by the teacher professionally, 3) the teacher focuses on carrying out duties in carrying out the duties and responsibilities, 4) the existence of Subject Teachers' Consultation (MGMP), and 5) availability of adequate facilities and infrastructure . While the inhibiting factors of teacher career development are; 1) MGMP is not routinely carried out 2) MGMP funds are not prepared by the government, 3) unclear workload between functional tasks and administrative duties, 4) absence of regulations, especially legal issues that can protect teachers, 5) promotion does not automatically, 6) school management that is not good, 7) the absence of reward commensurate with teacher performance, and 8) inadequate facilities and infrastructure.

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17

Dahl, Thomas. "Prepared to Teach for Sustainable Development? Student Teachers’ Beliefs in Their Ability to Teach for Sustainable Development." Sustainability 11, no. 7 (April 3, 2019): 1993. http://dx.doi.org/10.3390/su11071993.

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The importance of embedding education for sustainable development has been emphasised over many years. At the same time, there has been a massive call for initial teacher education to provide all student teachers with the core of professional competences. What is the status of teacher education today in embedding education for sustainable development and how does it relate to the focus on professional competencies in teacher education? A total of 578 student teachers in seven different teacher education programmes in Europe were surveyed, measuring the students’ beliefs in their ability to work as teachers, as well as their ability to teach in ways that value sustainability and promote environmentally sound ways of living. The results of the survey show that student teachers feel well prepared to handle many aspects of teacher professionalism, but less prepared to educate for sustainability. The survey also indicates that student teacher training in educating for sustainability is not integrated in their other training and is generally just added on.

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18

Vovk, M. "TENDENCIES OF PEDAGOGICAL EDUCATION DEVELOPMENT IN UKRAINE: CHALLENGES AND PROSPECTS." Aesthetics and Ethics of Pedagogical Action, no. 22 (December 27, 2020): 150–65. http://dx.doi.org/10.33989/2226-4051.2020.22.222016.

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The review article identifies and characterizes the main tendencies of pedagogical education development in Ukraine: entering the European Higher Education Space internationalization, modernization, ensuring individual educational trajectory of teacher self-development, affirming academic integrity, ensuring future teachers' academic mobility, educators, formation and improvement of teacher's "soft skills". There are identified challenges in the process of pedagogical education reforming, including the implementation of the policy of higher pedagogical education institutions autonomy, the financial capacity of academic mobility the future teachers of various specialties, teachers, education managers, ensuring the quality of teacher training in a pandemic, creating resource content for informal training of future teachers, etc. The prospects of pedagogical education development have identified the unification of the process of future teachers' training in accordance with European quality standards; accreditation of educational programs on the basis of real quality criteria taking into account the needs of labour and the regional context; introduction of innovative forms, methods, technologies of teacher training in partnership of science, business, production, practice, etc.

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Kelley, Carolyn, and Kara Finnigan. "Teacher Compensation and Teacher Workforce Development." Teachers College Record: The Voice of Scholarship in Education 106, no. 13 (April 2004): 253–73. http://dx.doi.org/10.1177/016146810410601307.

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KELLEY, CAROLYN, and KARA FINNIGAN. "Teacher Compensation and Teacher Workforce Development." Yearbook of the National Society for the Study of Education 103, no. 1 (April 4, 2005): 253–73. http://dx.doi.org/10.1111/j.1744-7984.2004.tb00036.x.

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21

Andritski, Viorika I. "Management of teacher motivation development." Yaroslavl Pedagogical Bulletin 3, no. 120 (2021): 26–35. http://dx.doi.org/10.20323/1813-145x-2021-3-120-26-35.

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The purpose of the study: the development of the recommendations for managing the motivation of didactic staff. Оbjection: analysis of research results in the field of teacher motivation in the Republic of Moldova; argumentation of the professional needs of teachers and a system of actions to improve the motivational aspect in the competence profile of teachers. Proceeding from the fact that the level of teachers' motivation determines the effectiveness of an educational institution, as well as that the teacher's motivation for a high-quality educational process is closely related to the student's motivation to learn, the main problems of the teaching staff are identified to affect the level of motivation and the reasons for low motivation in the education system, such as lack of social status, lack of information, lack of communication and participation. Based on the analysis of the research results, such factors of motivation in the education system as influence, competence, significance and choice have been identified. The personal values of teachers in general education are revealed, putting forward as a hypothesis the idea that a set of personal values can determine / contribute to the implementation of a managerial model for motivating teachers. There has been established a hierarchy of professional needs of teachers (the need for harmony of values, in the creation of values; the need for professional self-realization; the need for quality, for a job well done; cognitive needs; the need for gratitude; the need for synergy; information needs; material needs); the importance of the system of managerial actions is reasoned to exclude the phenomenon of demotivation. In conclusion a number of actions to improve the motivational aspect in the competence profile of teachers in the Republic of Moldova and the conditions for the effective management of teachers' motivation, are recommended.

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22

Conley, Sharon, and Allan Odden. "Linking Teacher Compensation to Teacher Career Development." Educational Evaluation and Policy Analysis 17, no. 2 (June 1995): 219–37. http://dx.doi.org/10.3102/01623737017002219.

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Pay can be primarily based on individual or organizational performance, job tasks, or skills and knowledge ( Lawler, 1990 ). This article suggests that teacher skill- and knowledge-based pay plans in education may be related to major demarcation points in teachers' career development. To illustrate the potential features of this approach, career ladder programs in three U.S. districts, as well as the Advanced Skills Teacher (AST) system in Australia, are described. Each plan includes three or four career stages that would qualify a teacher for a significant pay increment. Policy analysts should strategically consider how such systems might affect school culture, norms, and micropolitical processes.

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Avdeeva, Tat’yana I. "Professional Teacher Development in Educational Organizations." International Journal of Psychosocial Rehabilitation 24, no. 3 (March 30, 2020): 3021–33. http://dx.doi.org/10.37200/ijpr/v24i3/pr2020333.

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Rosen, Tracy. "Storytelling in Teacher Professional Development." LEARNing Landscapes 11, no. 2 (July 4, 2018): 303–18. http://dx.doi.org/10.36510/learnland.v11i2.964.

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Teacher voices hold weight for their colleagues. When teachers tell a story of a positive experience with technology (or other teaching tools or strategies), they are showing that it is possible. “Stories, particularly those that are concrete and readily identified with, are particularly powerful for transferring knowledge rich in tacit dimensions” (Swap, Leonard, Shields, & Abrams, 2001, p. 105). When teachers share their stories with each other, they create a reality based on concrete possibility. This article will focus on how we use teacher stories and conversations in professional development (PD) to create positive realities for teaching and learning.

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Park, Jin-Ok, HyunSeok Kwak, and Kyung-Sung Kim. "The Relationship among Teacher-Efficacy, Teacher Evaluation and Teacher Professional Development Motivation for Elementary School Teachers." Korean Association For Learner-Centered Curriculum And Instruction 16, no. 11 (November 3, 2016): 879–900. http://dx.doi.org/10.22251/jlcci.2016.16.11.879.

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Kelly, Cara L., Laura L. Brock, Julie Dingle Swanson, and Lara Walker Russell. "Teacher Engagement Scale for Professional Development." Journal of Educational Issues 8, no. 1 (April 20, 2022): 261. http://dx.doi.org/10.5296/jei.v8i1.19636.

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Teacher professional development aims to bolster effective instructional practices that enhance student learning. The development of the Sustained Investment and Teacher Engagement Scale for Professional Development (SITES-PD) grew out of a need to understand how teachers respond to opportunities for professional learning in ways that contribute to skill improvement. One hundred and eight elementary teachers participated in a sustained professional development coaching intervention. Prior to and following the intervention, data were collected from multiple sources (e.g., teacher report, blind classroom observations). For the development of this instrument, coaches rated teacher engagement with opportunities for professional learning. Exploratory factor analysis reveals a one factor solution and that a summed composite of eight items is appropriate. Reliability and validity results suggest the SITES-PD instrument may be a useful tool for investigating the underlying mechanisms that mediate the efficacy of teacher professional development interventions.

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Hwang, Hyuk, and Hyuk-Jun Moon. "Differences in Teacher Variables and Teacher's Efficacy according to the Professional Development and Work Environment Cluster Type Perceived by Infant Care Teacher." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 24 (December 31, 2022): 993–1009. http://dx.doi.org/10.22251/jlcci.2022.22.24.993.

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Objectives The purpose of this study was to investigate the difference of Child Care Teachers' Variable and teacher's efficacy by analyzing Professional Development and Work Environment Perceived by infant care teachers with cluster analysis. Methods The participants in the study were 351 childcare teachers in Seoul, Gyeonggi, Daejeon, and Busan province, cluster analysis using the sub-scales of professional development and work environmen was conducted. Then, the differences in Individual Variables of Day-Care Teachers were analyzed among sub-groups by using Chi-square analysis. also, the differences in Teacher's Efficacy were analyzed among sub-groups by using one-way ANOVA. Results First, there were four clusters according to infant care teacher’s professional development and work environment. Cluster 1 was named ‘Professional development and working environment low-group’, Cluster 2 was named ‘Working environment Centered group’, Cluster 3 was named ‘Professional development Centered group’, and Cluster 4 was named ‘Professional development and working environment high-group’. Second, as a result of examining the difference of Child Care Teacher Variable according to the type of professional development and work environment of infant care teachers, the Type of Child Care Center and age showed a significant difference according to the type of professional development and work environment. Third, as a result of examining the difference of teacher's efficacy according to the type of professional development and work environment of infant care teachers, the General efficacy, Personal Efficacy, teacher's efficacy showed a significant difference according to the type of professional development and work environment of infant care teacher. Conclusions The results of this study is meaningful in identifying characteristics of the professional development and the working environment of infant care teachers, and providing information that can suggest ways to actively influence teacher efficacy.

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Cholifah, Anjar Nur, Abdul Asib, and Suparno Suparno. "Investigating Teacher’s Perceptions of Reflective Peer Observation to Promote Professional Development." JEES (Journal of English Educators Society) 5, no. 1 (April 8, 2020): 89–93. http://dx.doi.org/10.21070/jees.v5i1.382.

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Peer observation as one of the reflection tools is viewed as an effective strategy to develop teacher’s professionalism. Furthermore, peer observation in reflective practice refers to the teacher’s act which collaborates with other teachers to identify the strength and the weakness of their teaching. By doing so, it is expected there will be innovation and improvement for better teaching activity after doing an evaluation together. This study aimed at investigating the teacher’s perceptions of peer observation as one of the reflection tools to promote professional development. The participant of this study was an In-service teacher in one of Senior High Schools in Surakarta who teaches English with 10 years of teaching experience. The data were gained through an in-depth interview followed by interactive model data analysis for qualitative study in analyzing the data. The results indicated that the teacher has positive perceptions of peer observation as a professional development tool. It brought some advantages for the teacher. Peer observation also helped the teacher to solve the problems she encountered in her teaching and could be used as a learning opportunity by observing new teaching techniques/methods/strategies from other teachers. HIGHLIGHTS: Teacher has positive perceptions in implementing peer observation to promote professional development There are limited studies regarding the use of peer observation especially for in-service teacher Peer observation brings some benefits for the teacher to improve her teaching practice

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Kaur, Manpreet, and Balwant Singh. "Teachers’ Well-Being: Overlooked Aspect of Teacher Development." Education & Self Development 14, no. 3 (September 30, 2019): 25–33. http://dx.doi.org/10.26907/esd14.3.03.

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30

Šeďová, Klára, Zuzana Šalamounová, Roman Švaříček, and Martin Sedláček. "Teachers’ Emotions in Teacher Development: Do They Matter?" Studia paedagogica 22, no. 4 (2017): 77–110. http://dx.doi.org/10.5817/sp2017-4-5.

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31

Blase, Joseph, and Jo Blase. "Principals’ Instructional Leadership and Teacher Development: Teachers’ Perspectives." Educational Administration Quarterly 35, no. 3 (August 1999): 349–78. http://dx.doi.org/10.1177/0013161x99353003.

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32

Jackson, Robert K., and Carol A. Leroy. "Eminent Teachers' Views on Teacher Education and Development." Action in Teacher Education 20, no. 3 (October 1998): 15–29. http://dx.doi.org/10.1080/01626620.1998.10462922.

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Ulas, Jale, and Meral Aksu. "Development of Teacher Autonomy Scale for Turkish Teachers." Procedia - Social and Behavioral Sciences 186 (May 2015): 344–49. http://dx.doi.org/10.1016/j.sbspro.2015.04.023.

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Blase, J., and J. Blase. "Principals' Instructional Leadership and Teacher Development: Teachers' Perspectives." Educational Administration Quarterly 35, no. 3 (August 1, 1999): 349–78. http://dx.doi.org/10.1177/00131619921968590.

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Bharati, Padam Lal, and Subas Chalise. "Teacher Development: Strategies and Perception." Saptagandaki Journal 8 (October 20, 2017): 69–78. http://dx.doi.org/10.3126/sj.v8i0.18464.

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Aspects of teachers’ professional development in general and EFL teachers in non-English speaking countries in particular are issues that warrant constant research. Although these are widely researched areas internationally, within Nepal grounded professional development studies have been sparsely carried out. A considerable section of practicing English language teachers has no clear idea of the issue although it directly concerns themselves. Against this backdrop, this article explores some EFL teachers’ perception on the concept of teacher development in a relatively sophisticated centrally located town of Nepal.The Saptagandaki Journal Vol.8 2017: 69-78

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Agustina, Fuji, Ahmad Suriansyah, and Asniwati. "Teacher Professionalism Development." Journal of K6 Education and Management 4, no. 2 (October 1, 2021): 207–16. http://dx.doi.org/10.11594/jk6em.04.02.09.

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The professionalism of educators is closely related to the quality of education, because the learning process as the core of education will depend on professional educators. The purpose of this study, researchers can determine the development of teacher professionalism from the aspects; 1) preparation; 2) implementation; 3) evaluation of the model for developing the professionalism of kindergarten teachers. This study uses a descriptive qualitative approach with the design of several sites with data collection through interviews, observation, and documentation. The stages include reduction, presentation, and conclusion drawing with research conducted at TK Aisyiyah 39 Al Ummah Banjarmasin and TK Aisyiyah 42 Banjarmasin. The results showed; 1) preparation consists of agenda from the Education Office, input from supervisors and cluster development planning; 2) the implementation of development consists of the implementation of development from the education office, at the school and cluster levels; 3) the development evaluation by the education office needs to be increased again on the development frequency agenda, the development material is directed at practical abilities, and the intensity of the PTK development material needs to be increased.

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Zhukovskaya, N. A. "Development Conflictologist Teacher." Philosophy. Psychology. Pedagogy 16, no. 2 (June 21, 2016): 216–20. http://dx.doi.org/10.18500/1819-7671-2016-16-2-216-220.

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Weston, David. "Exceptional teacher development." SecEd 2015, no. 30 (November 19, 2015): 7. http://dx.doi.org/10.12968/sece.2015.30.7.

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Humes, Walter. "Conditions for Professional Development." Scottish Educational Review 33, no. 1 (March 18, 2001): 6–17. http://dx.doi.org/10.1163/27730840-03301001.

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This article seeks to contribute to the debate about the professional development of teachers, following the publication of the McCrone Report and subsequent settlement. It starts by identifying some key features, both negative and positive, of the current context of Scottish educational policy: here it is argued that the year 2000 can be regarded as an important watershed in the evolution of Scottish education. The middle section focuses on the recent history and current state of teacher education, taking account of political and professional views on both Initial Teacher Education and Continuing Professional Development. In the final part, an attempt is made to define the principles which should inform future policy on teacher development and to set out the conditions which have to be met if teachers are to be offered genuine professional enhancement. As part of this, the challenges to the major stakeholders in teacher education are considered.

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Hasanah, Sitti Uswatun, and Sulha Sulha. "Teacher Professional Development In Scientific Writing." JETL (Journal of Education, Teaching and Learning) 7, no. 1 (March 21, 2022): 45. http://dx.doi.org/10.26737/jetl.v7i1.2810.

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Teachers as professionals have very important functions, roles, and positions in achieving the vision of national education, namely creating intelligent and competitive Indonesian people. Teachers should develop their profession as a dignified profession. One form of teacher professional development is to write scientific papers, but the reality in the field is that teacher activities are still in the vision and mission of education and teaching while scientific vision and mission in the form of scientific writing and publications are often neglected. This study used a qualitative approach with a descriptive method. The research data were obtained through interviews, document analysis, participation observation, and focus group discussions. The results showed that the difficulties of teachers in writing scientific papers included: low motivation of teachers in writing, not having enough free time, lack of understanding of writing techniques, difficulties in finding data, technological stuttering, not having reference books, widespread writing services, lack of functioning of Subject Teacher Discussion (MGMP) activities in socializing writing papers, and lack of socialization from schools/institutions. The efforts that have been made by teachers to develop professionalism through writing scientific papers as a form of professional development were by: attending training/workshops, self-study, participating in competitions/tests. Based on the results of the study, it is recommended to the principal to conduct workshops on an ongoing basis, add library reference books, conduct computer training, apply a managerial reward and punishment pattern, control and monitor the implementation of MGMP and control and monitor the activities of the teacher performance appraisal team and the development team. sustainable profession.

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Chen, Jessica L., and Felicia Moore Mensah. "Teaching Contexts That Influence Elementary Preservice Teachers’ Teacher and Science Teacher Identity Development." Journal of Science Teacher Education 29, no. 5 (May 10, 2018): 420–39. http://dx.doi.org/10.1080/1046560x.2018.1469187.

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DOLLOFF, LORI ANNE. "Imagining Ourselves as Teachers: the development of teacher identity in music teacher education." Music Education Research 1, no. 2 (September 1999): 191–208. http://dx.doi.org/10.1080/1461380990010206.

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Oduro, George K. T. "Moving from teacher accountability to teacher development: Lessons from teacher appraisal." Journal of Educational Management 1, no. 1 (November 1, 1998): 64–82. http://dx.doi.org/10.47963/jem.v1i1.355.

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The search for quality performance of teachers has of late become an issue for management in educational institutions. Teacher performance appraisal has been identified as an effective instrument for promoting teacher performance quality)'. This article looks at the teacher appraisal scheme of Britain and argues for its introduction in the Ghanaian school system. It argues that the strategy for assessing and supervising teacher performance in Ghana is inadequate. /r does not promote professional development among researchers. It rather instills unnecessary fear in them and eventual/y suppresses the spirit of iniriariveness needed for the advancement! Of their; Professional practice.

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Thant Sin, Khin Khin. "Curriculum development as a tool for professional development." GiLE Journal of Skills Development 1, no. 2 (December 8, 2021): 29–43. http://dx.doi.org/10.52398/gjsd.2021.v1.i2.pp29-43.

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This study investigates teacher participation in national curriculum development in Myanmar. The purpose of this study is to explore teacher learning and reflection during the process of curriculum development through collaboration and communication. A qualitative research method has been applied in this study. Six participants participated in the study through individual interviews. The participants include six school teachers from Basic Education High Schools, specifically, two curriculum developers, two teachers who delivered the subject content of the new curriculum to their colleagues and two school teachers who were trainees for the content. The results showed that teachers experienced significant development in their professional knowledge, especially in their understanding and connection to the subject matter content across different grades and pedagogical content knowledge when they learnt from their colleagues. Moreover, the results also highlighted improvement in their reflective thinking and analytical skills. Because of the challenging tasks during the curriculum development process, teachers became more motivated in their teaching and learning which led to enhance their work performance.

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Velikaya, Elena. "New approaches to teacher development in an EAP context." Journal of Language and Education 1, no. 1 (March 1, 2015): 38–44. http://dx.doi.org/10.17323/2411-7390-2015-1-1-38-44.

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Professional development is an important part of teachers’ professional lives. It involves improvement of individual skills, personal performance, chances of obtaining a good job, and career advancement. The article reports on teacher professional development of English language teachers. It, first, explains the need for teacher training seminars and an increased demand for new IELTS exam teaching skills based on a study conducted by the author; then it outlines standards for English teachers and, finally, it looks at various areas of teacher development at the tertiary level, such as teaching portfolio, collaboration, teacher study groups, workshops, and research seminars. Findings reveal that teachers lack experience of teaching for IELTS and its assessment; they have also difficulties in teaching academic style to students and explaining the text structure for two IELTS essays; the format of the speaking part is also a problem with several teachers. These results indicate that there is a need for teacher training seminars as the first step in teacher development and a demand for continuous professional development in a particular university context.

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Mumhure, Godwin, Loyiso C. Jita, and Godsend T. Chimbi. "SUBJECT PANELS AS SUSTAINABLE INNOVATION FOR TEACHER PROFESSIONAL DEVELOPMENT." Problems of Education in the 21st Century 78, no. 5 (October 5, 2020): 799–814. http://dx.doi.org/10.33225/pec/20.78.799.

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For centuries, teacher professional development has largely been done by external experts who advise teachers on how to improve classroom practice and learner performance. This research explores a relatively unchartered idea of history subject panels/clusters as an innovation meant to break away from orthodox teacher professional development spearheaded by external experts. The research adopts a qualitative case study design. One history subject panel was case studied to examine how teachers initiated and sustained improvements in classroom practice and learner performance. Eight history teachers, who were active participants in the panel, were purposively sampled out of 25 teachers who constituted the history subject panel. Data were gathered through semi-structured interviews, document analysis and focus group discussion. Symbolic interactionism was used as the theoretical lens to gain deeper insights into how teachers socialised and shared ideas in the subject panel. Results indicated that the history subject panel was involved in the induction of new history teachers into the profession and the creation of learning communities for history students; practices hitherto undocumented in existing literature on subject panels and teacher networks. Results also showed that the activities of the history subject panel improved teachers’ classroom practice. The implications of this research are that teacher-led subject panels need to be nurtured and supported so that teacher-driven continuous professional development can be enacted across all the subjects offered in the school curriculum. Subject panels can reduce schools’ dependency on external experts for teacher professional development, making teachers the proverbial doctors who can heal themselves. Keywords: history subject panels/clusters, qualitative case study, teacher induction, student learning communities, sustainable innovation, teacher professional development

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Gathara, Peter Mugo. "Continuing Professional Development." Msingi Journal 1, no. 1 (February 8, 2019): 1–17. http://dx.doi.org/10.33886/mj.v1i1.91.

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The objective of this study was to explore and analyse provision of information to secondary school teachers’ in their endeavour to participate in Continuing Professional Development (CPD). In the current educational era, the trial and error teaching, and take it or leave it professional development programmes are no longer acceptable. In this respect, teacher training entails more than the mastery of certain practical knowledge, pedagogical skills, and techniques. Therefore, CPD plays an important role in teacher development geared towards classroom improvement. This paper highlights the need for secondary school teachers to be provided with information about CPD. This is significant in that CPD is hoped to provide a basis for teacher professional improvement discussion in Kirinyaga County. CPD will lead to constructive discussions by appropriate education experts in Kenya on vital professional development challenges that involve provision of information. Hopefully, CPD would stimulate educational research geared towards secondary school teacher improvement. The methodology used entailed a mixed method study design that involved analysis of macro and micro aspects using quantitative and qualitative techniques in the collection of data. A vertical case study method was used in sampling of twelve secondary schools in Kirinyaga County. The sampled schools were further subjected to a survey method where questionnaires were administered to teachers while six others were subjected to an in-depth case study involving teachers and principals. In the schools where case study was used, data was collected using in-depth interviews with principals and teachers. Teachers were further subjected to Focus Group Discussions (FGDs). The data collected was analysed qualitatively, though quantitative data was used for clarification where it was found necessary. The study found out that there is disparity on information provision from the different groups of people expected to provide critical information to teachers. Teachers need to be provided with information on CPD so that they can improve their professional status geared to classroom practices. The limitation of this study is that the findings could not be generalized to other schools and regions within the country without modification.

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Nurhafidhah, Nurhafidhah, Hasby Hasby, Muhammad Nazar, and Sirry Alvina. "Needs Analysis: Development of Web-Based Learning Media on Chemical Bond Concepts." JTK (Jurnal Tadris Kimiya) 6, no. 2 (December 31, 2021): 195–201. http://dx.doi.org/10.15575/jtk.v6i2.14712.

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The study aims to explain the need for developing web-based learning media on chemical bonding concepts. This research is descriptive research with a survey method. The sample of this research is the teacher of chemistry subject who teaches chemical bonding concepts at Senior High School in Langsa city. Data collection techniques using questionnaires, interviews, and documentation. The data collected is data on needs on aspects of teacher readiness, student needs, and support. Data analysis uses descriptive qualitative and quantitative descriptive analysis techniques. The results showed that teachers of chemistry subjects at Senior High School in Langsa City had the readiness to use web-based learning media that would be developed. Based on the teacher's response, the development of web-based learning media on chemical bonding material is strongly needed by teachers and students. The support of facilities and human resources at Senior High School in Langsa City on web-based learning media apply is adequate. These results concluded that the development of web-based learning media on chemical bonding material is strongly needed in chemistry lessons at senior high school in Langsa city.

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Schwarz, Gretchen. "Using teacher narrative research in teacher development." Teacher Educator 37, no. 1 (June 2001): 37–48. http://dx.doi.org/10.1080/08878730109555279.

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Andrews, L. O. "From Academic Teacher Educationto individualized Teacher Development." Teaching Education 2, no. 1 (March 1988): 15–18. http://dx.doi.org/10.1080/1047621880020104.

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