Relevant bibliographies by topics / Teacher professional learning

Academic literature on the topic 'Teacher professional learning'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Teacher professional learning"

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Opfer, V. Darleen, and David Pedder. "Conceptualizing Teacher Professional Learning." Review of Educational Research 81, no. 3 (September 2011): 376–407. http://dx.doi.org/10.3102/0034654311413609.

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Meesuk, Parinya, Angwara Wongrugsa, and Thipwimol Wangkaewhiran. "Sustainable Teacher Professional Development Through Professional Learning Community: PLC." Journal of Teacher Education for Sustainability 23, no. 2 (December 1, 2021): 30–44. http://dx.doi.org/10.2478/jtes-2021-0015.

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Abstract In Thailand, in-service teachers’ professional development has been implemented through the Professional Learning Community (PLC) program for more than four years to develop teachers’ sustainably. The sustainable development program has spread across the country in the Thai Teacher Council network. The research goals are as follows: (1) to evaluate the causes and results of the Professional Development Program in the form of a Professional Learning Community conducted by the Teachers’ Council of Thailand and (2) to analyze factors affecting success and sustainability of the teacher professional development project. Within the study, 490 samples have been collected from the relevant parties. The respondents have completed the questionnaire and participated in the interview. The research results have revealed that the project is essential for teachers and education personnel. They change the teaching and learning approaches, as well as positive thinking skills; moreover, the students also increase academic achievements.
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Solih, Muhammad, Alfi Hafifah Habibah, and Ayu Putri Julia. "Teacher’s Professional Role In Improving The Learning Process." Edumaspul: Jurnal Pendidikan 6, no. 2 (October 1, 2022): 2115–20. http://dx.doi.org/10.33487/edumaspul.v6i2.4540.

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In this study, the author took the title The Professional Role of Teachers in Improving the Learning Process, for this we both know that the teacher is an important figure in an educational institution. His role as a teacher and educator makes him a highly respected figure for everyone. The professional role of teachers in improving the learning process is also inseparable from how much competence they have. The better the competencies he has, the better the learning process that takes place in the classroom. The position of the teacher as a professional is intended to function to increase the dignity and the role of the teacher as a learning agent to improve the quality of education and national education. The position of teachers as professionals aims to implement the national education system, namely the development of the potential of students to become human beings who believe and fear God Almighty, have noble character, are healthy, knowledgeable, capable, creative, independent, and become democratic and responsible citizens,answer.
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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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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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Lubis, Rahmat Rifai, Muhammad Ramli, Juhriah Siregar, and Ratna Wati Panjaitan. "Analisis Kompetensi Profesional Guru dalam Meningkatkan Keefektifan Belajar Selama Pembelajaran Jarak Jauh." Al-Fikru: Jurnal Ilmiah 14, no. 1 (May 3, 2021): 32–47. http://dx.doi.org/10.51672/alfikru.v14i1.37.

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This study aims to analyze the professional competence of teachers in improving the effectiveness of learning during distance learning at MTs Al-Jihad. The approach used in this research is qualitative research with descriptive methods. Data collection used by researchers is by interviewing the teacher, and documentation in the form of print out teaching materials compiled by the teacher. Then the data were analyzed through data presentation techniques and drawing conclusions. Test the validity of the data using tringulation and methods. The results of the study indicate that a teacher must be professional, professional, in this case the teacher's ability to plan learning, the learning process, and the teacher's ability to use learning media. As for the preparation of teachers at MTs Al-Jihad, namely by preparing print out material to be read and understood by students, then the learning process carried out at MTs Al-Jihad is by distance learning according to government recommendations, the teacher works on the material and uploads it on E -learningg, as for the learning media used by teachers at MTs Al-Jihad, namely utilizing internet media, in the form of what apps, e-learning, videos, and interesting pictures, because a teacher should be able to make the media as creative as possible so that students are interested in learning
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Williams, Judy. "The Professional Learning of Teacher Educators Leading International Professional Experience." Journal of Studies in International Education 23, no. 4 (December 7, 2018): 497–510. http://dx.doi.org/10.1177/1028315318816455.

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In this article, the professional learning of teacher educators leading international professional experience (IPE) is examined. There is a growing body of research on the learning of pre-service teachers who undertake a period of professional experience in international contexts, but much less is known about the experiences of the academics who lead these programs. This knowledge is important because the success of such programs for pre-service teachers depends largely on the quality of the planning, preparation, and leadership of these as educational experiences. Based on data collected in semistructured interviews with 10 teacher educators who have led IPE to a variety of global locations, this article outlines the professional learning gained from leading a group of pre-service teachers on 3-week IPEs. Findings include the importance of building professional relationships with others involved in the IPE, including the pre-service teachers, school staff, and communities, and the impact of the experience on the development of teacher educator identities and practice.
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Muck, Kátia, and Denise Cristina Kluge. "Language teacher professional education:." International Journal for Innovation Education and Research 9, no. 4 (April 1, 2021): 304–17. http://dx.doi.org/10.31686/ijier.vol9.iss4.3059.

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This article provides a theoretical discussion regarding the implications of peer-to-peer learning in online environments for language teacher professional learning and second language academic literacy. It approaches the use of technology as means to enhance prospective teachers’ cognition and metacognition skills and to foster their language learning, as Language Teacher Education programs usually fulfil a twofold purpose: to learn the language itself and to learn how to teach it as a foreign language. In order to arrive at these implications, it presents a grounded discussion on sociocultural perspective within L2 teacher education, teachers’ beliefs, and mediation in the sociocultural perspective. The discussion reinforces the significance of peer-activities (peer-observation and peer-feedback) to foster a teacher development process. Moreover, it suggests that a guided peer-activity, such as employing the use of carefully elaborated rubrics, could enhance this process.
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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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Mayer, Jennifer M., Mary Ann Huntley, Nicole L. Fonger, and Maria S. Terrell. "Professional Learning through Teacher-Researcher Collaborations." Mathematics Teacher 112, no. 5 (March 2019): 382–85. http://dx.doi.org/10.5951/mathteacher.112.5.0382.

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In a recent Mathematics Teacher article, Fonger and her colleagues explain why teachers should engage in research studies: Researchers working alone lack the information needed to effectively address problems of practice that matter most-problems that are highly contextual and based on teachers' day-to-day experience. (2017, p. 462)
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Dissertations / Theses on the topic "Teacher professional learning"

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Feffer, James F. "Teacher Learning Within Professional Learning Communities." CSUSB ScholarWorks, 2015. https://scholarworks.lib.csusb.edu/etd/166.

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Professional Learning Community (PLC) structures require focused sessions of teacher collaboration as part of developing effective instructional practices leading to improved student performance outcomes. The PLC structured collaboration model has been implemented in schools across the country, however the current body of research regarding PLC structures has been focused on student performance and rather than the teacher learning processes that occur within the model. Teachers must learn throughout the PLC model, as they collaborate, plan instruction, create assessments, analyze data, and adjust implementation to improve results. A mixed-methods approach was used to explore correlations between PLC structure ratings and teacher self-identified learning preferences, with Kolb’s (1984) Experiential Learning Theory as the basis for determining learning preferences. The study included 115 elementary teacher participants from a school district that has prioritized PLC structures for nearly 10 years. Significant correlations were identified between PLC structural elements and teacher learning preferences, with qualitative results providing additional descriptive analysis regarding teacher perceptions of their learning within PLCs. The findings within this study indicate that teacher learning preferences may be a key consideration for school site administrators as part of PLC team construction and development.
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Bush, Nicole Lea. "The evolution of a professional learning community in a professional development school." Ashland University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1458523042.

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Brodie, Karin. "Professional Learning Communities And Teacher Change." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82361.

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Sheffield, Rachel. "Facilitating teacher professional learning : analysing the impact of an Australian professional learning model in secondary science." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/811.

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In education, innovations are frequently introduced to promote changes to the curriculum, teachers' practice, and the classroom environment, however, these initiatives are often implemented without sufficient evaluation to monitor their impact and effectiveness in bringing about the desired changes. This thesis analyses the impact of a teacher professional learning program on lower secondary science teachers' practice. It examines the relationship between teachers' concerns about the strategies incorporated in the Collaborative Australian Secondary Science Program (CASSP) and teachers' ability to understand the strategies, on their ability to utilise those strategies in the classroom. It also seeks to determine teachers' beliefs about their current science teaching practice and how this is different from their beliefs about ideal science teaching, and also, how these beliefs direct teachers’ classroom practice. Finally this study describes a number of primary and secondary factors found to impact on teachers' professional learning. 11tc CASSP model encapsulates the primary factors of curriculum exemplars (curriculum resources), explanation und modelling (professional development), and reflection (participative inquiry). The secondary factors include ensuring adequate time for change to occur, student support and participation, peer teacher support, support from lenders including-heads of department, support from the school administration and support from state education officers. This study has demonstrated that teachers’ professional learning is a complex process that is strongly influenced by teachers' beliefs, concerns and understandings, and is impacted by the primary and secondary factors identified by the research. Teachers must be able to envision the advantages of incorporating new strategies into their existing practice, and consequently seek to make these changes to their teaching. This study has shown that students are also an important influence the implementation of an innovation, without their support, teachers are unlikely to make successful changes to their teaching practice. lmplications of the research include the need to elaborate the CASSP professional learning model to include the secondary factors identified in the study, and the need to inform students about innovations so that they can see the benefits for them in terms of improved learning outcomes.
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Calcasola, Kimberly Straite. "The relationship between collective teacher efficacy and professional learning communities /." Abstract Full Text (HTML) Full Text (PDF), 2009. http://eprints.ccsu.edu/archive/00000580/02/Diss43FT.htm.

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Thesis (Ed.D.) -- Central Connecticut State University, 2009.
Dissertation advisor: Anthony Rigazio-Digilio. "... in partial fulfillment of the requirements for the degree of Doctorate in Educational Leadership." Includes bibliographical references (leaves 108-122). Also available via the World Wide Web.
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Pangallo, Roxanne Garris. "The relationship between collective teacher efficacy and professional learning community /." Abstract Full Text (HTML) Full Text (PDF), 2008. http://eprints.ccsu.edu/archive/00000581/02/Diss44FT.htm.

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Thesis (Ed.D.) -- Central Connecticut State University, 2009.
Dissertation advisor: Penelope Lisi. "... in partial fulfillment of the requirements for the degree of Doctorate in Educational Leadership." Includes bibliographical references (leaves 125-141). Also available via the World Wide Web.
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Brennan, Amy R. "Reconceptualizing Teacher Professional Development as Professional Learning: A Qualitative Case Study of a School-Supported Self-Directed Professional Learning Model." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1623956218485476.

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Ripley, Jerry W. "Teacher Perceptions of Individual Professional Learning Plans." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/2949.

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The purpose of this quantitative study was to examine PK-12 teacher perceptions of an individual professional learning plan (PLP). Specifically, the researcher examined the perceived benefits of the PLP as well as the whether the PLP helped focus teacher learning. Additionally, the researcher examined teacher perceptions of learning activities within the context of the PLP, teacher intent to implement new learning, and perceived impact on teaching practice. Participants in this study were teachers from 16 schools in a single eastern Tennessee school district. All data were collected using an online survey distributed to 525 teachers resulting in a 44% return rate with 238 respondents. Data collected from 24 survey questions measured on a 4-point Likert-type scale were analyzed using single sample t tests. Findings indicate that regardless of level of experience or grade level taught teachers have significantly positive perceptions of PLPs as well as the associated PD activities. Findings also indicate teachers have significant perceptions of the application of their learning and significant perceived impact from PD within PLPs.
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Attard, Tonna Michelle. "Teacher professional learning in Malta : an understanding of how teachers learn." Thesis, University of Aberdeen, 2012. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=186914.

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This thesis aims to examine teacher professional learning as situated within the Maltese context. The focus is on understanding the way particular teachers learn, the way they conceptualise learning, and the professional learning experiences, and contexts, which they define as meaningful. Theoretical perspectives of learning are explored in order to provide a framework to interpret the complex nature of teacher professional learning. The sociocultural and situative notions of learning have significantly contributed to an understanding of the way individuals learn, and are the main components of the theoretical framework of this thesis. Data are collected and analysed through qualitative means. A purposive sample of a small community of teachers from three different schools is interviewed, during the course of one year, and these data are supplemented with written anecdotes from an online forum of this teacher community. Within the semi-structured interviews and the online community discussions, teachers are given the opportunity to explore their insights on teacher professional learning, discuss their professional learning experiences and define the ways these experiences relate to their classroom practices. Grounded theory is used to partly analyse these data and generate concepts which reflect the multi-dimensional ways teachers learn and conceptualise their learning. The data suggest that teachers learn in unique and different ways and that learning contexts and influences impact significantly on teachers’ conceptualisations of teacher professional learning, their identity formation and their dispositions to learn. A number of proposals aimed at policymakers and key stakeholders are put forward regarding the way teacher professional learning in Malta can be organised. The thesis also includes suggestions for teachers who would like to enhance their professional learning experiences.
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Jones, Gail, Grant E. Gardner, Laura Robertson, and Sarah Robert. "Science Professional Learning Communities: Beyond a Singular View of Teacher Professional Development." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/764.

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Professional Learning Communities (PLCs) are frequently being used as a vehicle to transform science education. This study explored elementary teachers' perceptions about the impact of participating in a science PLC on their own professional development. With the use of The Science Professional Learning Communities Survey and a semi-structured interview protocol, elementary teachers' perceptions of the goals of science PLCs, the constraints and benefits of participation in PLCs, and reported differences in the impact of PLC participation on novice and experienced teachers were examined. Sixty-five elementary teachers who participated in a science PLC were surveyed about their experiences, and a subsample of 16 teachers was interviewed. Results showed that most of the teachers reported their science PLC emphasized sharing ideas with other teachers as well as working to improve students' science standardized test scores. Teachers noted that the PLCs had impacted their science assessment practices as well as their lesson planning. However, a majority of the participants reported a differential impact of PLCs depending on a teacher's level of experience. PLCs were reported as being more beneficial to new teachers than experienced teachers. The interview results demonstrated that there were often competing goals and in some cases a loss of autonomy in planning science lessons. A significant concern was the impact of problematic interpersonal relationships and communication styles on the group functioning. The role of the PLC in addressing issues related to obtaining science resources and enhancing science content knowledge for elementary science teachers is discussed.
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Books on the topic "Teacher professional learning"

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Lassonde, Cynthia A., Susan E. Israel, and Janice F. Almasi. Teacher Collaboration for Professional Learning. San Francisco, CA, USA: Jossey-Bass, 2009. http://dx.doi.org/10.1002/9781118269442.

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Alberta. Alberta Education. School Improvement Branch, ed. Professional learning communities: An exploration. Edmonton, AB: Alberta Education, 2006.

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Forde, Christine, and Margery McMahon. Teacher Quality, Professional Learning and Policy. London: Palgrave Macmillan UK, 2019. http://dx.doi.org/10.1057/978-1-137-53654-9.

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Huang, Xuefeng. Teacher Education in Professional Learning Communities. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91857-0.

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Derrington, Mary Lynne, and Jim Brandon, eds. Differentiated Teacher Evaluation and Professional Learning. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-16454-6.

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Tran, Ly Thi, and Truc Thi Thanh Le. Teacher Professional Learning in International Education. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-70515-6.

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Shellard, Elizabeth. Using professional learning communities to support teaching and learning. Arlington, Va: Educational Research Service, 2003.

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C, Farrell Thomas S., ed. Professional development for language teachers: Strategies for teacher learning. New York: Cambridge University Press, 2005.

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National Staff Development Council (U.S.), ed. Finding time for professional learning. Oxford, Ohio: National Staff Development Council, 2008.

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Teaching language teachers: Scaffolding professional learning. Lanham: Rowman & Littlefied Education, 2012.

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Book chapters on the topic "Teacher professional learning"

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Kenyon-Smith, Sharon. "Teacher Professional Learning." In Quality Learning, 19–27. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-914-0_3.

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Olsen, Sissel Tove, Aslaug Andreassen Becher, Sigurd Bergflødt, Aina Hammer, Nanna Paaske, Kirsten Palm, and Brit Steinsvik. "Teacher Well-Being and Teacher Professional Development." In Understanding Teaching-Learning Practice, 87–118. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-1699-0_5.

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Vermunt, Jan D. "Teacher Learning and Professional Development." In Teachers’ Professional Development, 79–95. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-536-6_6.

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Elsheikh, Aymen, and Elham Yahia. "Language Teacher Professional Identity." In Second Language Learning and Teaching, 27–38. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-34762-8_3.

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Tan, Charlene. "Taking Teacher Professional Development Seriously." In Learning from Shanghai, 133–42. Singapore: Springer Singapore, 2012. http://dx.doi.org/10.1007/978-981-4021-87-6_12.

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Clark, Rosemary. "Professional Control and Professional Learning." In Teacher Learning and Power in the Knowledge Society, 145–60. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-973-2_8.

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Robinson, Wendy. "Professional Development and Perceptions of Teacher Professional Identity." In A Learning Profession?, 153–69. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-572-4_8.

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Hoefflin, George, Linda Allal, Lorraine Stefani, Steve Thornton, and Sue Wilson. "Rethinking Teacher Professional Development." In Enhancing Teaching and Learning through Assessment, 109–39. Dordrecht: Springer Netherlands, 2007. http://dx.doi.org/10.1007/978-1-4020-6226-1_4.

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Forbes, Dianne. "Professional Learning Through Social Media." In Encyclopedia of Teacher Education, 1–5. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_59-1.

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Nguyen, Minh Hue. "Pedagogical Learning in Professional Experience." In English Language Teacher Education, 149–67. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-9761-5_8.

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Conference papers on the topic "Teacher professional learning"

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Krishnan, Szarmilaa Dewie, Helmi Norman, and Melor Md Yunus. "English Language Teachers' Professional Competencies Enhanced through Online Gamified Learning using Classcraft." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.9852.

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We live in the digital century with a rapid pace of technological innovation fascinated globally with Internet being the dominating call. It has resulted in integrating technologies using online learning which has evolved in recent years. Online learning has become popular because of its potential in providing more flexible access to content and instruction at any time, and any place. In tandem with the growth of online learning in teacher training and teacher education, the focus of this research is therefore, to highlight a fully online learning mode using an online gamified learning platform (Classcraft) to enhance teachers’ proficiency. The research question addresses to design and develop an online gamified learning for English language teachers. English language teachers need a certain level of proficiency in the language to serve as models for our students and provide them with valuable language input that can help them learn. Thus, the framework conceptualises the issue of proficiency being at the forefront for English language teachers, the Roadmap and professional competencies. According to The Roadmap 2015-2025, the current requirement of a minimum CEFR Level C1 for English language teachers in Malaysia is aimed at ensuring that teachers are able to teach effectively in the language classroom. For this reason, there is a need for all English language teachers to initiate their own learning. The method employed is design and development research design. The findings have portrayed online gamified learning has enhanced teachers’ competencies using Classcraft.
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Aboagye, Hayfron, Mohammed Aryee, Maapa Kwame Quansah, and Kwaku Ofori Apeadu. "Evaluating Teacher Development: Design Considerations towards a Mobile App for Self-Reporting." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.2083.

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Teacher professional development is often described as a key factor linked to improved learning outcomes. With the learning disruption caused by Covid-19, teachers have undertaken various school-based and technology-enabled professional development programmes in innovative teaching practices, including blended learning and flipped classrooms. Monitoring and evaluation of teacher professional development has, however, been fraught with lack of tools and skills to collect data, towards evidence-based practice. // With technology increasingly being accessible to teachers, it is important to harness teacher self-reporting as a cost-effective and flexible means for monitoring classroom instruction and the evolving innovative pedagogical practices. This study reports on a baseline data collection and analysis process undertaken as part of COL’s school-based teacher development programme (also known as ‘Teacher Futures’). An independent analysis was carried out to check the integrity of the instruments and produce evidence on the impacts and outcomes of the project. The paper analyses the challenges experienced with data capture and analysis and proposes some design considerations for a Mobile App prototype for teacher self-reporting.
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Popescu, Delia-Mioara, Anca-Elena Aviana (Bojan), and Liviu Halip. "The Importance of Information Technology in the Activity and Professional Development of Teachers." In G.I.D.T.P. 2019 - Globalization, Innovation and Development, Trends and Prospects 2019. LUMEN Publishing, 2022. http://dx.doi.org/10.18662/lumproc/gidtp2022/17.

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The use of information technology in the activity and professional development by the teachers represents an extinguished necessity of the current stage. The new technologies come to the aid of the teacher, in the exercise of his profession. Using them makes the teacher's work more efficient, it helps him save time and space in making the necessary documents for carrying out, in good conditions, the activity. The development of information technologies has boosted the professional training of teachers for the use of TIC tools. Traditional teaching methods are not replaced by technology, but this can improve both the course material and the relationship between students and the teacher. Educational institutions must take advantage of the opportunities offered by technology and create programs, special software to offer the student an interactive, rich and varied learning experience. Technology is everywhere around us, and this must determine us, those responsible for the educational act in schools, to change the way students assimilate information during class hours.
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Morales González, María Alejandra, and Yulia Solovieva. "Professional motives in primary school teachers." In 2nd International Neuropsychological Summer School named after A. R. Luria “The World After the Pandemic: Challenges and Prospects for Neuroscience”. Ural University Press, 2020. http://dx.doi.org/10.15826/b978-5-7996-3073-7.21.

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The purpose of this study was to analyze the professional motives of primary school teachers and their relation to the teaching/learning process. This research relies on the historic. cultural paradigm and the activity theory, especially the categories of motives proposed by A. Leontiev and N. Talizina. The study was based on semi.structured interviews with a teacher and six students of the 6th grade of a private urban primary school. It also included analysis of their written narratives and a video recording of a class session. Our findings suggest a relationship between the teacher’s motives and the students’ learning process.
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Greitāns, Kārlis, and Dace Namsone. "IN-SERVICE SCIENCE TEACHERS’ PROFESSIONAL DEVELOPMENT TARGETED TO PROMOTE STUDENT UNDERSTANDING OF CORE SCIENTIFIC CONCEPTS." In SCIENCE AND TECHNOLOGY EDUCATION: DEVELOPING A GLOBAL PERSPECTIVE. Scientia Socialis Ltd., 2021. http://dx.doi.org/10.33225/balticste/2021.49.

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This review study includes 19 articles from 2016 to 2021 focusing on in-service science teachers’ professional development targeted to promote student conceptual understanding. The present study is guided by the following research question: “What characterizes high-quality in-service science teachers’ professional development targeted to promote student conceptual understanding?” The review indicates that such classroom practices as modelling, questioning, and arguing from evidence are perspective ways to develop student conceptual understanding in science classrooms. A mixture of input, application, and reflection; long-term involvement of participants; focus on the question how to foster transfer from teacher professional development into participants’ everyday work characterize high quality teacher professional development interventions that develop and support inquiry practices. Results suggest that teacher professional development that is sensitive to teacher learning needs is a way to develop student conceptual understanding. Keywords: in-service teacher professional development, science teacher education, student conceptual understanding, teacher learning
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Mooney Simmie, Geraldine. "Eco-Fascism in Teacher Professional Learning: Interrogating Constructs of Teacher Learning Networks and Teacher Leadership." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1431642.

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Schipper, Tijmen. "Teacher Educators' Professional Learning Through Lesson Study." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1580387.

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Contuk, Tuba Kıvanç, and Derin Atay. "Teacher Professional Development through Harezmi Educational Model." In 1st International Conference on Teaching, Education and Learning Conference. iConferences (Pvt) Ltd, 2021. http://dx.doi.org/10.32789/tel.2021.1003.

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Harezmi Educational Model, a national model first piloted in 2016, is based on the inclusion of multi-disciplines, use of computational skills in the problem-solving process, development of life skills, and using robotics, coding, and game designs in learning. Teachers interested in implementing this model are expected to attend in-service training for several weeks to gain theoretical knowledge and practical skills. The purpose of the present study is to explore how the whole process, from the training to implementation in class stages, has affected teachers’ beliefs, perceptions, and attitudes regarding teaching. Sixteen teachers participated in this study. Data came from an online survey with 11 open-ended questions and online focus group interviews. In the analysis, the recurring themes were determined through content analysis, and themes that emerged at the beginning and end were compared. The results suggested that besides developing a critical eye on their own teaching, teachers improved their collaboration skills and observed an increase in their autonomy. This study is an attempt to address a gap in the field concerning this model and how this model has the potential to contribute to the professional development of teachers.
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Yusuf, Fazri Nur, Rojab Siti Rodliyah, Muhammad Handi Gunawan, and Ari Arifin Danuwijaya. "Professional Learning Community in Pre-Service Teacher Education: Learning to become teacher researchers." In Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/conaplin-18.2019.127.

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Yusuf, Fazri Nur, Rojab Siti Rodliyah, Muhammad Handi Gunawan, and Ari Arifin Danuwijaya. "Professional Learning Community in Pre-Service Teacher Education: Learning to become teacher researchers." In Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/conaplin-18.2019.20.

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Reports on the topic "Teacher professional learning"

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Arif, 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.

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Despite the growing attention to the importance of learning culture among teachers in enhancing teaching quality, we lack systematic knowledge about how to build such a culture. Can demand-driven teacher professional development (TPD) enhance learning culture among teachers? To answer the question, we assess the implementation of the TPD reform in Jakarta, Indonesia. The province has a prolonged history of a top-down TPD system. The top-down system, where teachers can only participate in training based on assignment, has detached TPD activities from school ecosystems. Principals and teachers have no autonomy to initiate TPD activities based on the need to improve learning outcomes in their schools. This study observes changes in individual teachers related to TPD activities triggered by the reform. However, the magnitude of the changes varies depending on teachers’ skills, motivation, and leadership style. The study suggests that shifting a TPD system from top-down to bottom-up requires differentiated assistance catered to the school leaders’ and teachers’ capabilities.
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Alifia, Ulfah, Rezanti Putri Pramana, and Shintia Revina. A Policy Lens on Becoming a Teacher: A Longitudinal Diary Study of Novice Teacher Professional Identity Formation in Indonesia. Research on Improving Systems of Education (RISE), May 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/096.

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The early years of a teacher’s career are crucial to the formation of their professional identity—a complex process of reconciling their personal attributes with the demands of the profession. This study explores the identity formation of novice teachers in Indonesia and seeks to identify the various aspects that shape this process. Specifically, we examine how Indonesia’s current teacher policy landscape affects novice teachers’ perspectives on teaching and their profession. Through a longitudinal bimonthly diary study conducted over two years, we find that the novice teachers’ stories about their identity development revolve around five themes: initial motivation to enter the profession, beliefs about teaching and the teaching profession, satisfaction with working conditions, perceptions about major challenges during the early years, and commitment to the teaching profession and career aspiration. Our findings show that individual teachers’ personal attributes do influence the formation of their identities as teachers, but teacher policies and working conditions influence this process to a greater extent. Without support, novice teachers struggle to navigate the tension between their ideals, limited resources, and inconsistent teacher policies. These findings suggest it is necessary to redefine what it means to be a teacher by characterising the observable qualities of good teaching, linking them to student learning, and rectifying teacher policies in the Indonesian education system to be coherent with these characteristics.
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Campoli, Ayana, and Linda Darling-Hammond. Principal learning opportunities and school outcomes: Evidence from California. Learning Policy Institute, August 2022. http://dx.doi.org/10.54300/438.376.

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This study looks at the relationship between principals’ learning opportunities (both preservice preparation and in-service professional development) and key outcomes for the teachers and students in their schools. It examines both teacher retention and student achievement gains in English language arts and mathematics. It offers a new perspective on the efficacy of professional learning by using detailed data from a large, representative sample of principals directly linked to individual-level information from the teachers and students in their schools.
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Lavadenz, Magaly, and Anaida Colón-Muñiz. The Latin@ Teacher Shortage: Learning from the Past to Inform the Future. Loyola Marymount University, 2017. http://dx.doi.org/10.15365/ceel.policy.5.

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This policy brief explores trends in U.S. K-12 Hispanic student enrollment vs. the Hispanic teacher workforce as a way to call attention to the bilingual teacher shortage. Successful examples of past efforts to increase the number of Latino and bilingual teachers are reviewed and the following policy recommendations are made: 1) expand investment in grow your own initiatives that recruit students in middle and high school students and emerging educational paraprofessionals into the bilingual teacher pipeline; 2) establish regional teacher preparation and professional learning centers and consortia; 3) offer financial supports; and 4) enhance university-based credentialing routes, internship and residency programs.
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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.
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Álvarez Marinelli, Horacio, Samuel Berlinski, Matías Busso, and Julián Martínez Correa. Improving Early Literacy through Teacher Professional Development: Experimental Evidence from Colombia. Inter-American Development Bank, October 2022. http://dx.doi.org/10.18235/0004514.

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Teachers are the most fundamental input of students' learning. For this reason, developing teaching skills is a policy priority for most governments around the world. We experimentally evaluate the effectiveness of "Let's All Learn to Read," a one-year professional development program that trained and coached teachers throughout the school year and provided them and their students with structured materials. Following a year of instruction by the trained teachers, students' literacy scores in treated schools grew by 0.386 of a standard deviation compared to students in the control group. These gains persisted through the second and third grades. We also show that an early intervention in rst grade is more cost-effective at improving literacy skills than implementing remediation strategies in third grade.
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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor, and Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.

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Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practices, and virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest technology itself was not a barrier to implementation, but rather that in-person contact enabled more accountability and support.
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Hunter, Nancee. Assessing Sense of Place and Geo-literacy Indicators as Learning Outcomes of an International Teacher Professional Development Program. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2697.

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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.

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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.
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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.

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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.
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