Academic literature on the topic 'Teacher professional studies'
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Journal articles on the topic "Teacher professional studies"
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Hrastinski, Stefan. "Digital tools to support teacher professional development in lesson studies: a systematic literature review." International Journal for Lesson & Learning Studies 10, no. 2 (January 22, 2021): 138–49. http://dx.doi.org/10.1108/ijlls-09-2020-0062.
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PurposeLesson study is one of the most adopted models of teacher professional development. However, as education has become increasingly digital, this study aims to investigate the use of digital tools to support teacher professional development in lesson studies.Design/methodology/approachThis article systematically reviews journal articles on the use of digital tools to support teacher professional development in lesson studies.FindingsWhile the lesson study model is typically based on the premise that teachers prepare and observe a lesson at a school, the reviewed research suggests that digital tools open new ways to conduct lesson studies. Six themes on the use of digital tools to support teacher professional development in lesson studies are identified: analyzing videos from the teachers' classrooms, analyzing external video resources, fictional animations as a complement to videos, structured digital lesson study work, hybrid teacher collaboration and digital teacher collaboration. Opportunities for further research are suggested.Practical implicationsThe identified themes can inspire practice on how to use digital tools to support teacher professional development in lesson studies.Originality/valueLittle attention has been paid to the use of digital tools to support teacher professional development in lesson studies.
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Ni, Yongmei. "Teacher Working Conditions, Teacher Commitment, and Charter Schools." Teachers College Record: The Voice of Scholarship in Education 119, no. 6 (June 2017): 1–38. http://dx.doi.org/10.1177/016146811711900606.
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Background The charter school movement relies on teachers as critical components. Teacher commitment is an important aspect of teachers’ lives, because it is an internal force for teachers to grow as professionals. It is also considered one of the crucial factors in influencing various educational outcomes, including teacher effectiveness, teacher retention, and student learning. However, no empirical studies have examined teacher commitment in charter schools. Purpose To address this knowledge gap, this study compares organizational and professional commitment of teachers in charter schools and traditional public schools (TPSs) and explores how these differences are associated with teachers’ characteristics, school contextual factors, and working conditions in the two types of schools. Research Design This study utilizes quantitative analyses of national data from the 2007– 2008 School and Staffing Survey. Hierarchical linear models were developed to examine whether teacher commitment differs between charter schools and TPSs; how teacher characteristics, school contextual factors, and teachers’ perceptions of working conditions contribute to the difference; and finally, whether these variables differentially influence teacher commitment in charter schools and TPSs. Conclusions On average, teachers in charter schools experienced lower levels of organizational commitment than teachers in TPSs, but similar levels of professional commitment. Teacher working conditions explained a large amount of the variance in between-school teacher commitment, suggesting that improving principal leadership, increasing opportunities for professional development, and alleviating teachers’ workload would be effective ways to promote teacher commitment in charter schools.
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Hošpesová, Alena, Jarmila Novotná, Naďa Vondrová, Hana Moraová, and Marie Tichá. "From Teacher of Nations to Teacher of Mathematics." Mathematics 9, no. 14 (July 6, 2021): 1583. http://dx.doi.org/10.3390/math9141583.
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The article provides an overview of research focusing on pre- and in-service teacher education, conducted in the Czech Republic by teams of researchers of which the authors were members. It employs the methodology of a qualitative meta-analysis of studies aimed at distinguishing key areas of research and their main results. Twenty-one studies were analyzed, 11 of which targeted pre-service teachers and 10 in-service teachers. The article briefly describes the historical and cultural context that informs mathematics education in the Czech Republic. It also elaborates on key theoretical concepts shared by the studies analyzed, including teachers’ pedagogical content knowledge, competence and pedagogical reflection. The meta-analysis uncovered a common core of the studies in their focus on the process of professionalization for mathematics teachers in its three dimensions: professional vision, professional knowledge, and professional action. Six core research strands are identified within the group of studies: lesson study as a means of developing teachers’ pedagogical content knowledge; joint reflection; professional vision and its development; culture of problem solving and teacher development; problem posing to support subject-didactic competence and teachers’ competencies for content and language integrated learning and culturally responsive teaching. The article outlines the methodology and main results of the studies in each research strand and discusses their implications. Finally based on the meta-analysis, a discussion of the core concepts of teacher reflection, problem solving and problem posing is developed.
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King, Fiona. "Teacher professional development to support teacher professional learning: Systemic Factors from Irish case studies." Teacher Development 20, no. 4 (April 8, 2016): 574–94. http://dx.doi.org/10.1080/13664530.2016.1161661.
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Ragland, Rachel G. "Teachers and Teacher Education in High School Psychology: A National Survey." Teaching of Psychology 19, no. 2 (April 1992): 73–78. http://dx.doi.org/10.1207/s15328023top1902_2.
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This study provides a description of high school psychology teachers. A questionnaire was distributed to high school principals and teachers throughout the U.S. Data were obtained on school demographics, curricula, and teacher characteristics, including academic and professional preparation and certification. A noteworthy finding was the personality-developmental orientation of most high school psychology courses. In addition, most schools have one psychology teacher, who teaches one psychology class in the social studies department. As undergraduates, most teachers majored in social studies and took general or educational psychology courses. Classroom techniques for teaching psychology were generally not covered in professional preparation. Implications and recommendations are presented.
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Volkova, E. N. "The Professional Interaction of the Teacher-Psychologists with Teachers at School." Вестник практической психологии образования 18, no. 2 (2021): 35–41. http://dx.doi.org/10.17759/bppe.2021180204.
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The article is dedicated to issues and organization of professional interaction of teacher-psychologists with the teaching staff at school. Today this type of psychological service becomes urgent because of the increasing of public expectations from the teacher. Effectivity is reached by organizing professional interaction between the psychologist and the teacher. There are causes and reasons for the professional interaction being less effective, and such reasons are connected to personal and professional incompetence of both the teacher, and the psychologist. The article sug-gests possible amendments to psychological activities in accordance with findings of the mod-ern studies on professional and personal resources of the teacher. These studies focus on professional and intrinsic motivation of the teacher, his pedagogical centering, personality and emotional intelligence. The ability of the psychologists to utilize this information for proactive psychological training, counselling and practice will enforce professional and personal resources of the teacher.
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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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Diputro, Angga Dwi Cahyo Andar, and Pratnyawati Nuridi Suwarso. "PRE-SERVICE ENGLISH TEACHERS’ PERSPECTIVES TOWARDS TEACHER PROFESSIONALISM: A NARRATIVE INQUIRY." Jurnal Pendidikan Bahasa dan Sastra 20, no. 1 (June 30, 2020): 95–110. http://dx.doi.org/10.17509/bs_jpbsp.v20i1.25975.
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Since 2018, there are 2.449 pre-service teachers (PSTs) prepared to be professional teachers. In Indonesia, those PSTs are enrolled in the professional development program called PPG. To become a teacher, they have to obey teacher professionalism regulated in the Law Number 14 Year 2005 explaining, among others, that teacher roles, teacher competencies, and teacher professional development programs are the important aspects in determining teacher professionalism. This research aims to know their perspectives towards teacher professionalism. The method used was the qualitative research method and a narrative inquiry research design. The subjects were ten pre-service English teachers who have different background of studies, experiences, and even interests in becoming teachers. An adapted semi-structured interview guideline from Yuwono (2008) and FGD guideline developed from 4 previous studies and the Law Number 14 Year 2005 were employed to collect the data. To avoid bias data, triangulation of source and methodology was conducted. The results show that the PSTs thought that it has to be more flexible and practical. They also revealed that teacher roles, teacher competencies and teacher professional development program are the determiners of teacher professionalism as what is explained in the law. However, they considered that teacher roles can be supportive aspect towards teacher competencies performed in the classroom. Thus, teacher competencies are the most dominant factor that can influence and determine teacher professionalism. Further, professional teacher certification consisting various professional development programs is needed to improve their competencies.
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Lewis, Katie D., Angela Novak, and Christine L. Weber. "Using Case Studies to Develop Equity-Driven Professional Learning for Gifted Educators." Gifted Child Today 43, no. 4 (October 2020): 239–51. http://dx.doi.org/10.1177/1076217520940736.
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Carefully crafted professional learning has the potential to positively impact teacher perceptions of culturally diverse gifted learners. Case studies provide an opportunity to objectively examine scenarios that teachers of gifted students may encounter in the classroom. Embedding the seven guiding principles of equity-driven professional learning in the discussion of a case study fosters change in teacher perceptions and beliefs. This article presents the benefits of using case studies in multicultural professional learning for gifted teachers overlaid with the seven principles of equity-driven professional learning; offers an example of a case study, a boy named Raul; and shares two examples of the case study in practice.
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Tkavashvili, Eka. "THE IMPACT OF TEACHER PROFESSIONAL DIARY ON THEIR REFLECTIVE, COMMUNICATIVE AND PROFESSIONAL SKILLS." Problems of Education in the 21st Century 79, no. 2 (April 10, 2021): 273–95. http://dx.doi.org/10.33225/pec/21.79.273.
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Teacher professional diaries are teacher reflections on their own and their colleagues’ observed practice. They are effective tools of increasing teacher qualification. Few research studies worldwide, while no such research studies in Georgia have been conducted on the impact of the application of reflective diaries on teachers’ reflective, communicative, and professional skills. Therefore, the aim of the research was to find out whether teachers’ reflective, communicative, and professional skills developed as a result of the application of reflective diaries, and if so, to what degree they increased. Quantitative research (an experiment with participation of 62 teachers) was held, with an experimental group whose participants wrote reflective diaries for 9 weeks and a control group which did not undergo any special treatment. A 5-point Likert scale questionnaire was developed, and its reliability and validity were assessed. Pre-experimental and post-experimental self-assessment questionnaire was held, the results were assessed and compared through descriptive statistics and a T-test. The results revealed that there was a positive average relationship between the application of diaries and reflective thinking, communicative and professional skills. According to the study results, the application of teacher reflective diary can be recommended as an effective tool for the development of reflective thinking, communication, and professional qualification. Keywords: communicative skills, professional skills; reflection diary, reflective thinking skills
Dissertations / Theses on the topic "Teacher professional studies"
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Mahlaela, Kedibone I. "Teacher assessment for teacher professional development." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71703.
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Thesis (MEd)--Stellenbosch University, 2012.Bibliography
This study is an investigation of the link between the current South African Integrated Quality Management System (IQMS) as an assessment process and teacher professional development in South Africa. A review of literature confirms that teacher assessment should and could facilitate teacher professional development. However, how teacher assessment affects teacher professional development has not been fully recognized. There is, however, little empirical research available on how teacher assessment affects teacher professional development. Steyn and van Niekerk (2002) have noticed that little is known on the kind of support that teachers should receive as a result of teacher assessment. As a result, people are unclear on how teacher assessment should be implemented in order to yield effective teacher professional development. Though the government took numerous efforts to ensure greater teacher accountability and functional schools over some years via policy interventions such as IQMS, there are still deep-seated challenges that hamper these interventions from working effectively. Therefore, the qualitative case study has used three secondary schools in Limpopo, Capricorn District as the research sites to explore the role of IQMS in teacher professional development. The results from the participants indicate that IQMS is effective but only if a numbers of issues can be considered. Participants highlighted issues like, if every teacher can be trained, and there could be quality training with competitive facilitators, also, if there could be a conducive culture and the climate of the school then that could impact positively on teacher development.
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John, Peter David. "The teacher educator's experience : case studies of practical professional knowledge." Thesis, University of Bristol, 1999. http://hdl.handle.net/1983/8d0e711e-50c8-4439-b2af-01d368d88703.
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Hirtz, Janine Renee Marie. "Teacher professional development and communities of practice." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/2802.
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The larger research project seeks to examine the role of technology and factors that
influence its overall use and efficacy in supporting a community of teachers engaged in
professional development. This thesis examines factors that appear to influence teacher
participation in the online community of practice engaging in an overarching research project
conducted by Dr. Balcaen and a team from UBC O Faculty of Education and funded by the
Southern Alberta Professional Development Consortium (SAPDC). The two groups are
acting in partnership for supporting and sustaining communities of practice in social studies
in southern Alberta. SAPDC is allowing teachers release time to engage in the project while
TC² is providing professional development for the participant teachers to become proficient
at embedding TC² critical thinking tools into their classroom practices. Various technologies
are used during this study as part of the design of providing professional development for the
participants including supporting an online community presence. The guiding question for
this thesis is: In a blended approach of face-to-face and online supported professional
development for embedding critical thinking into the new social studies curriculum, what
significant factors appear to influence teacher participation in the online community of
practice during the first year of the project?
Overall results during the first year of this project show that various technologies
used during the project are valuable and effective in nurturing this community of practice by
enabling and promoting collaboration, communication, and the completion and delivery of
products to be used in teaching the new curriculum. I also examine negative factors that
appear to prevent some teachers’ technology use and online participation and collaboration
during this project. Findings show that there are several significant factors that influence
participation in the online community and while some participants are reluctant to engage or
enter the online environment, others have emerged as leaders and play a significant role in
building and sustaining the community of practice. These results provide critical information
about implementing and integrating an online component and using technology to sustain
communities of practice engaged in this form of teacher professional development.
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Kolosey, Connie. "Assist Principals' Perspectives on Professional Learning Conversations for Teacher Professional Growth." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3188.
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The purpose of this study was to discover, document, and describe the salient actions, events, beliefs, attitudes, social structures and processes related to professional learning conversations from the perspective of nine assistant principals (APs). The participants were elementary, middle and high school APs, three at each level. Using a modified critical incident technique through participant written response and two in depth interviews with each respondent, this study investigated the lived experiences of these APs related to the practice of professional learning conversations in their schools. The research questions focused on: (1) the participants' beliefs and attitudes about professional learning conversations, (2) their roles in facilitating these conversations, (3) their ability to identify elements of trust within the groups of teachers with whom they work and (4) their roles in building trust.
The research literature is clear that teacher collaboration is a key factor in professional growth and self-efficacy, yet often the structure of the school day, a negative emotional environment, and a culture of teacher isolation prohibit meaningful teacher collaboration. Although faced with many obligations and directives, school administrators have considerable influence over the organizational structure within their individual schools. Furthermore, assistant principals often become the face of administration within their schools as they directly supervise teachers and APs are less studied than students, teacher or principals. How these individuals perceive and value professional learning conversations will likely impact the level of collaboration at their individual schools.
The findings of this study indicate that professional learning conversations for teacher growth were more prevalent at the elementary school level, that trust may be more difficult to cultivate at the middle and high schools, and that protocols as structures for facilitating conversations and building trust were not widely in use. A better understanding of the opportunities and barriers schools face related to professional learning conversations as well as a better understanding of the dynamics of trust will assist district and school administrators to engage in a problem solving process for better collaboration. Ultimately, administrators have an opportunity and a responsibility to touch the hearts and minds of the individuals on the front line of the work - the teachers in the classrooms working with students. Without teacher confidence, hope, optimism, resilience and self-efficacy, no amount of financial incentive, cajoling, or sanction will improve student learning.
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Sweat, Ashley Dawn. "What is the Nature of the Professional Practice of Artist-Teachers? Four Case Studies." Digital Archive @ GSU, 2006. http://digitalarchive.gsu.edu/art_design_theses/3.
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Many artist-teachers struggle to nurture and pursue their ambitions in their dual roles. The purpose of this research is to explore the nature of the professional practices of artist-teachers. While there is a substantial amount of research that provides models of artist-teachers, who teach at the post secondary levels, there are not many models for artist-teachers who teach primary and secondary age groups. Four artist-teachers, whose practices are currently contributing to the art world, as well as the educational world, were interviewed for a multiple case study. The roles represented in the study include painters, sculptors, a ceramist, a musician, a performance artist, art teachers, a music teacher, and a performance-art educator. This multiple case study provides four models of artist-teachers whose professional practices contribute to their identity and fulfillment in their dual roles. The study reveals the artist-teacher’s practice as an artist, practice as a teacher and relationship between the dual roles.
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Hopkins-Malchow, Janice Marie. "Perceptions of school faculty, university faculty, and teacher candidates participating in a professional development school partnership." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/776.
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Ayubayeva, Nazipa. "Teacher collaboration for professional learning : case studies of three schools in Kazakhstan." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/273675.
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This thesis explores the nature of teacher collaboration for professional learning, key enabling and inhibiting factors, and their implication for the development of a culture of collaboration for professional learning in Kazakhstani schools. The current teacher professional development reform initiative in Kazakhstani secondary education has incorporated teacher collaboration as a strategy to encourage teachers to take ownership of innovations and changes. The underlying assumption for it is that when teachers engage in professional collaboration, there is both an individual and collective benefit. However, an increasing scepticism that followed the initial enthusiasm about the benefits of teacher collaboration in Western countries, where a second look at collaboration from a cultural and micropolitical perspective identified the contradictions between human agency and power, voluntarism and determinism, action and settings. Against this background, this study was undertaken to examine the Kazakhstani teachers’ beliefs, values and attitudes towards collaboration and interdependence. The study draws upon case study data gathered in three purposefully selected Kazakhstani schools. The first two schools represent Kazakhstani schools established during the Soviet communist era. One of them is selected from among the comprehensive rural schools and the second is a gymnasium located in a district town. The third one is an autonomous school tasked to serve as a platform to pilot a new reform initiative before its dissemination to all the mainstream schools of the country. Each case-study was covered during a six-to-seven week period, which corresponds to a term in a school year in Kazakhstan. The findings demonstrate the dependence of teachers’ personal beliefs and values about teacher collaboration on micropolitical, school organisational culture, and socio-political factors, mainly inherited as a legacy of the Soviet education system, as well as ambiguities in the understanding and implementation of reform initiatives dictated from the top. The study suggests that Kazakhstani school history and the culture of the teaching profession possess the potential to overcome these barriers, for there is a tradition of peer evaluation and peer observation in the system with teachers expected to observe and be observed by other teachers on a frequent basis within an appropriately defined school organisational structure, which historically is seen by the authorities as a means of control. The study concludes that it is of particular importance to build on the momentum of the recent reform initiatives and help teachers to develop agency by providing the support and conditions conducive to the continued development of professional learning communities based on teacher collaboration for learning.
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Thacker, Emma Sowards. "Smooth Sailing Through Stormy Seas? High School Social Studies Teachers Navigating Their Informal Professional Learning." UKnowledge, 2014. http://uknowledge.uky.edu/edsc_etds/1.
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The present study used Nardi and O’Day’s (1999) information ecology theory, along with activity theory (Wertsch, 1998), social learning theory (Wenger, 1998), and situated learning theory (Lave, 2009; Lave & Wenger, 1991) to examine the informal professional learning of a high school social studies department. Existing literature is just beginning to attend to the potential of informal professional learning, so this exploratory study used a single-case study of a high school social studies department made up of 12 teachers. Data included observations of scheduled and spontaneous collaborative learning activities, department meetings, and in-service meetings; semi-structured interviews; and relevant documents to consider how high school social studies teacher participants navigate their own informal professional learning. Supporting research questions included: (1) How do high school social studies teacher participants choose what to do to individually and collectively meet their professional learning needs? (2) What actions do participants take to meet their professional learning needs individually and collectively? (3) How do participants evaluate their professional learning growth individually and collectively? (4) How do participants interact with one another and with the environment as they navigate their own professional learning? Results indicated that participants valued their informal professional learning experiences, engaged in reflection throughout their informal professional learning, were influenced by departmental leadership, and experienced successes and failures in their informal professional learning goals. The department’s informal professional learning was important but also imperfect. Further consideration of teachers’ informal professional learning may offer new ways to support teacher growth.
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Wilson, Adrianne G. "Understanding the Cultivation of Teacher Leadership in Professional Learning Communities." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3410.
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The purpose of study was twofold. The primary purpose was to describe and explain the perceptions and lived experiences of high school teachers through their involvement in a Professional Learning Community, as defined by Hord (1997). Teachers' experiences within a Professional Learning Community were examined for patterns of cultivated leadership and social capital. The second purpose of the study was to identify the influencing variables connected with how the participants viewed themselves as leaders as a result of their participation in a professional learning community. One influencing variable in particular that was examined was the influence of social capital in professional learning communities. Hord's explanation of a professional learning community was the conceptual framework for this study, which states that such communities are made up of five essential dimensions: (1) Shared and supportive leadership, (2) Shared values and vision, (3) Collective learning and its application, (4) Shared personal practice, and (5) Supportive conditions. Online survey research method was used in order to investigate teacher leadership in Professional Learning Communities and the underlying variables associated with participation in such communities.
The findings of this study indicated that teachers have varying perceptions of their work with professional learning communities. Overall, the data suggested that teachers' experiences and perceptions negatively correlated with their development as a teacher leader. Although most teachers in this study did not experience empowerment as a teacher leader, most gained some sense of social capital through their collaborative efforts within their learning communities. The data reflected that most teachers felt connected to the colleagues within their communities. School leadership is vital to the sustainability of professional learning communities and towards the professional growth of teacher leaders. Consequently, this study suggests that future research is conducted to examine the influence of school leaders on teacher leadership development and the impact that professional learning communities have on such development for teachers.
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Hong, Hyeri. "Social studies educators' professionalism in an age of high stakes accountability : examining teacher-level and school-level characteristics and testing policy associated with teacher authority in the secondary social studies classroom." Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/1337.
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Using national data from the Survey of the Status of Social Studies (S4), this study examined the associations between teacher-level and school-level factors as well as testing policy, and the self-reported levels of authority and control over key classroom tasks among secondary school social studies teachers in the context of high-stakes accountability. This research sought to identify the importance of teacher authority in the classroom and how 6-12 social studies educators' professional authority is associated with teachers' professional characteristics (their degree background, teaching experience, and licensure paths), school-related factors (school types, school context, school poverty levels, and minority enrollment levels), and state testing policy.
A conceptual framework was developed to guide the selection of specific predictor and control variables and to examine the three theoretically based models through hierarchical multiple regression analysis techniques. The analytic sample included grades 6-12 social studies teachers (N=6,703).
Key findings from this study indicated that, as hypothesized, teacher-level characteristics significantly predicted secondary social studies teachers' classroom authority. Self-reported levels of teacher authority were maldistributed across the types of school, school context, school poverty levels, and minority enrollment levels. Greater minority and low-income student enrollments were associated with less authority and control in the classroom. Also, state testing policy significantly predicted social studies teacher authority. Specifically, middle and junior high school teachers who gave state mandated social studies tests reported significantly lower levels of authority and control than those who did not. On the other hand, high school teachers who gave state mandated social studies tests reported significantly higher levels of authority and control than those who did not. Also, teachers who believed that state test results impacted their job security reported lower levels of authority and control than those who did not feel such pressure.
Books on the topic "Teacher professional studies"
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David, Lambert. Professional studies and the postgraduate beginning teacher. London: Instituteof Education, University of London, 1993.
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D, Hustler, and McIntyre Donald 1937-, eds. Developing competent teachers: Approaches to professional competence in teacher education. London: David Fulton, 1996.
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Calderhead, James. Understanding teacher education: Case studies in the professional development of beginning teachers. London: Falmer Press, 1997.
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S, Shorrock Susan, ed. Understanding teacher education: Case studies in the professional development of beginning teachers. London: Falmer Press, 1996.
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1932-, Fillmer H. Thompson, ed. Professional core cases for teacher decision-making. Upper Saddle River, N.J: Merrill, 1997.
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Berufsethos von Lehrern: Schwerpunkte und Dimensionen : eine Fallstudie an Kollegien von fünf Gymnasien zum pädagogischen Konsens. Frankfurt am Main: P. Lang, 1994.
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A teacher's life: Stories of literacy, teacher thinking, and professional development. Great Tancook Island, N.S: Backalong Books, 2003.
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The professional development of college teachers: A study of the Quebec master teacher program. Lewiston: Edwin Mellen Press, 2009.
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Kerwin-Boudreau, Susan. The professional development of college teachers: A study of the Quebec master teacher program. Lewiston: Edwin Mellen Press, 2010.
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Adelman, Nancy E. Collaborative professional development: A case study on teacher professional development through school-college collaboration. New York: College Entrance Examination Board, 1989.
Find full textBook chapters on the topic "Teacher professional studies"
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Russell, William B., Stewart Waters, and Thomas N. Turner. "Becoming a Professional Social Studies Teacher." In Essentials of Middle and Secondary Social Studies, 1–13. Second edition. | New York, New York : Routledge, 2018. | “First edition published by Routledge 2013”—T.p. verso.: Routledge, 2018. http://dx.doi.org/10.4324/9780429461514-1.
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Russell, William B., and Stewart Waters. "Becoming a Professional Social Studies Teacher." In Essentials of Middle and Secondary Social Studies, 1–12. 3rd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003217060-1.
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Jentsch, Armin, and Johannes König. "Teacher Competence and Professional Development." In International Handbook of Comparative Large-Scale Studies in Education, 1–17. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-38298-8_38-1.
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Jentsch, Armin, and Johannes König. "Teacher Competence and Professional Development." In International Handbook of Comparative Large-Scale Studies in Education, 1167–83. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-88178-8_38.
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Davitti, Elena. "9. Interpreter-mediated Parent–Teacher Talk." In Linking Discourse Studies to Professional Practice, edited by Lubie Grujicic-Alatriste, 176–200. Bristol, Blue Ridge Summit: Multilingual Matters, 2015. http://dx.doi.org/10.21832/9781783094080-015.
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Weber, Christine L., Cecelia Boswell, and Wendy A. Behrens. "Providing Professional Learning Opportunities Using Case Studies." In Best Practices in Professional Learning and Teacher Preparation, 121–36. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233251-8.
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Fenton, Angela, and Paul Grover. "Teaching for the Future Professional Partnership: The Professional Experience Hub School Perspective." In Work-Integrated Learning Case Studies in Teacher Education, 313–30. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-6532-6_25.
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McCallum, Faye. "School Leaders’ Influence on Teacher Wellbeing: Three Case Studies." In Transforming Teaching: Wellbeing and Professional Practice, 121–48. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-4945-6_7.
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Winslade, Matthew, Graham Daniel, and Jacqui Hood. "A Shared Responsibility: Working Together to Develop Professional Learning Opportunities for Professional-Experience Supervising Teachers." In Work-Integrated Learning Case Studies in Teacher Education, 107–18. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-6532-6_9.
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Stephenson, Lauren, Boris Handal, Kevin Watson, Rachelle Glynn, Jonathon Mascorella, Rene Demos, and Catherine Sze. "Professional Experience in Times of COVID-19." In Work-Integrated Learning Case Studies in Teacher Education, 347–64. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-6532-6_27.
Full textConference papers on the topic "Teacher professional studies"
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Kudarinova, Asel S., and Akbota N. Autaeva. "Professional and personal readiness of future teachers to implement inclusive education." In Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-347-354.
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This publication provides a detailed analysis of theoretical studies of professional and personal readiness of future teachers to implement inclusive education. Professional and personal readiness is understood as an integrative dynamic new formation of the future teacher, which ensures the development of the image of the Self and a professionally significant attitude to it, manifested in the pedagogical motivation to achieve success in professional positions in the implementation of inclusive education.
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Predanocyová, Ľubica, Gabriela Jonášková, and Melánia Feszterová. "APPLICATION OF TEACHER COMPETENCES IN EDUCATIONAL PRACTICE." In NORDSCI Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/nordsci2021/b1/v4/01.
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"The requirements for the quality of the teacher's pedagogical work and its assessment are constantly increasing. The paper focused on knowledge related to teacher competence. It resulted from research activities in several scientific research projects (e.g. the Slovak Research and Development Agency, Evaluation of Teacher Competencies), implemented at the University of Constantine the Philosopher in Nitra (Slovakia). The team of Slovak experts and teachers monitored (researched) the possibilities of identifying a complex of relevant professional competencies that need to be taken and developed. Overall, the research work within the national survey in the Slovak Republic was determined ten essential competencies of a teacher. The aim of the paper is to introduce the competence of a teacher - the competence to develop a positive climate in the classroom. The positive climate in the classroom acts to shape the relationship between teacher and pupils. It affects the results of the pupil team and uses not only education but also training. Today (current) school is oriented on the personal and social development of the pupils. It is reflected not only in good school results, but also in the complexity of pupil values. As part of the research process, the participating experts and pedagogues developed tools and criteria for the evaluation and self-assessment of the teacher's quality and the teacher's applied competencies in educational practice. These competencies were presented through case studies and the use of the implementation of the AAA evaluation methodology model. We consider it important to point out that the teacher should be a professionally qualified pedagogue who is always competent to educate and train. The essential condition for his further qualification growth is, at the same time, focused on attention and his own self-improvement."
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Михайлова, Л. Б. "Religious Studies as an Attribute of Professional Competence of a Modern Teacher." In Современное образование: векторы развития. Роль социально-гуманитарного знания в подготовке педагога: материалы V международной конференции (г. Москва, МПГУ, 27 апреля – 25 мая 2020 г.). Crossref, 2020. http://dx.doi.org/10.37492/etno.2020.25.38.061.
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статья посвящена проблеме формирования религиоведческой компетентности в системе государственного высшего педагогического образования. Автор обосновывает приоритетность религиоведческого подхода к изучению религии в светских школах и вузах в условиях современного постсекулярного общества. В качестве оптимальной дисциплины, формирующей профессиональные навыки работы в поликонфессиональной аудитории, рассматривается философское религиоведение с элементами теологического знания. the article is devoted to the problem of formation of religious competence in public higher teacher education. This paper substantiates the priority of religious studies approach in teaching religions at secular schools and in institutions of higher education in today’s postsecular world. Philosophical religious studies with the elements of theological knowledge are considered as the discipline which forms professional skills in multiconfessional society.
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Korolova, L. "Professional profile of a foreign language teacher in the educational system of Romania." In Pedagogical comparative studies and international education – 2020: a globalized space of innovation. NAES of Ukraine; Institute of Pedagogy of the NAES of Ukraine, 2020. http://dx.doi.org/10.32405/978-966-97763-9-6-2020-361-362.
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Zatti, José Pablo, and Maria da Graça Nicoletti Mizukami. "THE CONTRIBUTION OF LEARNING SEQUENCES DESIGN FOR TEACHER PROFESSIONAL DEVELOPMENT IN HIGH SCHOOL VOCATIONAL EDUCATION." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end026.
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"This article, generated from the thesis presented in the Master's Program in Education, Art and History of Culture at Mackenzie Presbyterian University (São Paulo – Brazil), refers to research intended, through the analysis of a teaching learning process related to performance in Technical High School, to verify the contribution of learning sequences design as a formative strategy to the professional development of teachers in this context. To support the analysis, we mainly adopted Carlos Marcelo Garcia's studies on teacher professional development and the formal and informal process of learning to teach. In his investigations, the author draws attention to the potential of learning sequences design as a strategy focused on the construction of pedagogical content knowledge and teachers’ professional identity. We were also supported, among other authors, by Lee S. Shulman's work on the knowledge basis for teaching, as well as Donald A. Schön’s studies on the reflective practice inherent in teaching. The research was conducted with a team of teachers from the São Miguel Paulista branch at Senac São Paulo, a professional education institution with a wide presence throughout Brazil. The team of educators was made up within the implementation framework of the IT Technical High School (EMED), a course characterized by its interdisciplinary curriculum. Through the analysis of statements collected from surveys and the examination of reports produced during these teachers’ continuing education process, their various experiences of formal and informal learning at different moments of their training course were recognized, as well as their perceptions regarding the impact of those experiences on teaching learning and teaching practice itself. It is worth mentioning that the period analyzed begins in their first contact with the school (still as candidates in the selection process) and goes up to the conclusion of their first working year at the institution. In this context, and from the information and statements collected, the experiences characterized by the design of learning sequences were described and analyzed with regard to their incidence in their professional development, resulting in the recognition, based on the point of view of educators participating in the research, of the relevance of each activity performed, the main learning process generated, the main challenges and difficulties faced and the possibilities of process improvement."
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Scheuerer, Sarah, Frank Reinhold, and Kristina Reiss. "Relationship Between In-Service Mathematics Teachers’ Motivational and Emotional Orientations and Knowledge in Statistics." In IASE 2021 Satellite Conference: Statistics Education in the Era of Data Science. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.gmgli.
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Teachers’ professional competence is understood to include both cognitive and affective aspects. In the field of statistics, however, studies that address the relationship between in-service teachers’ orientations (affective aspect) and their knowledge (cognitive aspect) are scarce, and studies with prospective teachers yielded contradictory results in this regard. Accordingly, we surveyed 88 in-service mathematics teachers about their motivational and emotional orientations regarding teaching statistics, tested their basic statistical knowledge, and used linear mixed-effects models to analyze the relationship between orientations and knowledge. The results indicated that teachers with high self-efficacy showed higher statistical knowledge than less self-effective teachers, and that anxious women performed better than less anxious female teachers. This demonstrates the close relationship between the cognitive and affective aspects of in-service statistics teachers. Therefore, in order to develop professionally competent teachers, it seems worthwhile to address teachers’ fears and to strengthen their self-efficacy already during their teacher training in statistics.
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Romanowski, Joana Paulin. "THE LEARNINGS OF THE BASIC EDUCATION TEACHER." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end134.
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The research has as object of study the learning of basic education teachers in order to identify the learning of basic education teachers in their professional performance that contribute to their teacher education. The survey was conducted through a questionnaire using the Lickert scale answered on the google forms platform. 370 teachers from all regions of Brazil participated in the research. The study references are based Zeichner (2008), Martins (2009, 2016). In the analysis of the answers, the highest index of the scale was considered for the indication of the percentages. None of the answers obtained a 100% indication of the highest index on the scale. The responses with the highest number of responses were grouped into the following categories: teachers learn in (i) collective teaching practice and management in the school space; (ii) in their own teaching practice; (iii) with the reflection of its practice; (iv) in courses, lectures and (v) by conducting individual studies. The responses with the lowest index refer to learning: in informal spaces, on the internet and with the parents of their students. The most valued responses refer to learning: sharing problems; of ideas and opinions about education; planning classes in collaboration with school teachers; teaching together with another teacher in the same class; insertion of new teaching methods and innovations; they participate in school coordination councils where new possibilities are discussed and in many situations they read, consult; they prepare and develop workshops at the school to support teachers at the school and other schools. Teachers emphasize as a strong possibility of reflection and investigation their practice in the act of teaching and learning by reviewing the experiences: contradictions between the ideas about teaching and how they are put into teaching practice; when the teacher describes his practice to other people. By examining his experiences in practice, observing the strengths and weaknesses, and in reflections on his own beliefs and conceptions about teaching, the teacher has the opportunity to change his practice. The conclusions indicate that the teacher's practice contributes to his education.
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McLoughlin, Catherine. "Social Media for Networking and Participatory Professional Learning." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2867.
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There is widespread acceptance of the need for professional learning opportunities and support for teachers and for academics transitioning into the higher education workforce. In Australia and globally, social networking sites (SNS) provide teachers with formal and informal networking opportunities. While higher education institutions are responding to an ever-changing digital environment, scholarly work aimed at understanding optimal use of, and interaction with new Web 2.0 capabilities is a pressing area of concern among academics. Limited studies are available on how and why teachers in higher education employ social networking tools to create learning networks, share professional ideas and build creative collegiality. This scoping review article investigates motivations for the adoption of SNS in higher education and the benefits and opportunities presented by social networking tools such as blogs and Twitter in teacher professional learning and practice. Results show that academics are interested in connecting with peers, sharing knowledge and networking in open participatory forums as means of building community and accessing resources. The findings indicate that the affordances of microblogging and SNS are valued by academics and that they appreciate the immediacy, relational aspects and interactions that expand their professional networks.
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Mavuru, Lydia, and Oniccah Koketso Pila. "PRE-SERVICE TEACHERS’ PREPAREDNESS AND CONFIDENCE IN TEACHING LIFE SCIENCES TOPICS: WHAT DO THEY LACK?" In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end023.
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Pre-service teachers’ preparedness and confidence levels to teach is a topical subject in higher education. Previous studies have commented on the role of teacher in-service training in preparing teachers for provision of meaningful classroom experiences to their learners, but many researchers regard pre-service teacher development as the cornerstone. Whilst teacher competence can be measured in terms of different variables e.g. pedagogy, knowledge of the curriculum, technological knowledge etc., the present study focused on teacher competency in terms of Life Sciences subject matter knowledge (SMK). The study was framed by pedagogical content knowledge (PCK). The study sought to answer the research question: How do preservice teachers perceive their levels of preparedness and confidence in teaching high school Life Sciences topics at the end of their four years of professional development? In a qualitative study, a total of 77 pre-service teachers enrolled for the Methodology and Practicum Life Sciences course at a university in South Africa participated in the study. Each participant was tasked to identify topic(s)/concept(s) in Life Sciences they felt challenged to teach, provide a critical analysis of the reasons for that and map the way forward to overcome the challenges. This task was meant to provide the pre-service teachers with an opportunity to reflect and at the same time evaluate the goals of the learning programme they had gone through. Pre-service teachers’ perspectives show their attitudes, values and beliefs based on their personal experiences which therefore help them to interpret their teaching practices. The qualitative data was analysed using content analysis. The findings showed that whilst pre-service teachers were competent to teach other topics, the majority felt that they were not fully prepared and hence lacked confidence to teach the history of life on earth and plant and animal tissues in grade 10; excretion in animals particularly the functions of the nephron in grade 11; and evolution and genetics in grade 12. Different reasons were proffered for the lack of preparedness to teach these topics. The participants regarded some of these topics as difficult and complex e.g. genetics. Evolution was considered to be antagonistic to the participants’ and learners’ cultural and religious belief systems. Hence the participants had negative attitudes towards them. Some of the pre-service teachers indicated that they lacked interest in some of the topics particularly the history of life on earth which they considered to be more aligned to Geography, a subject they did not like. As remedies for their shortcomings in the content, the pre-service teachers planned to co-teach these topics with colleagues, and others planned to enrol for content enrichment programmes. These findings have implications for teacher professional development programmes.
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Kim, Woomee. "Enhancing Global Teacher Professional Development Through MOOC Camps: Case Studies From Brazil, Vietnam, and Peru." In AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1887689.
Full textReports on the topic "Teacher professional studies"
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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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Schoen, Robert C., Wendy S. Bray, Amanda M. Tazaz, and Charity K. Buntin. A Description of the Cognitively Guided Instruction Professional Development Program in Florida: 2013–2020. Florida State University Libraries, February 2022. http://dx.doi.org/10.33009/fsu.1643828800.
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Cognitively Guided Instruction (CGI) is a teacher PD program that has been found to have a potentially positive impact on student learning in mathematics through randomized controlled trials. Through a series of grant-funded projects led by FSU, approximately 2,000 Florida teachers have participated in CGI-based professional development in the past 8 years. This paper describes the core features of the CGI-based PD programs that were implemented in Florida during that time period. We provide this information to help researchers and practitioners to understand the context in which the associated research studies occurred and interpret the available and forthcoming findings related to the impacts of the interventions.
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Bukataru, Y. S., O. V. Horbatiuk, and T. I. Filatenko. Means of forming the professional competence of students of TEI. Wschodnioeuropejskie Czasopismo Naukowe, 2020. http://dx.doi.org/10.31812/123456789/4546.
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The paper studies the process and means of forming the professional competence of students of TEI, which are an important structural element for the formation of effective activities at relevant institutions. The interpretation of the concept of the categories “personality competence”, “competence” and “web-quest” is analyzed. Problem quests concerning theoretical and practical training of students, and procedures of internship practice on professional specialization are investigated. The pedagogical conditions of creation of professional competence of students in the preconditions of professional and practical training are studied. The model of organization of professional competence of the perspective specialist-graduates of TEI is formed and the ways of reorganization of educational process and organizational-methodical insurance are defined. It has been established that the quality of education at TEI largely depends on the method of formation of the educational process, the chosen forms and methods. The role and basic objectives of the preliminary preparatory work on the part of the teacher are formed. It has been investigated that the web-quest is unanimously recognized as a motivational, resource-oriented technology that forms the course of creative potential of the student, which guarantees the effectiveness of all types of educational process and ensures the creation of appropriate professional competence of students.
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Marchais, Gauthier, Cyril Brandt, Diego de la Fuente Stevens, Pierre Marion, Jean-Benoît Falisse, Samuel Matabishi, Sweta Gupta, et al. BRiCE Project DRC and Niger: Endline Report Teacher Wellbeing and Teaching Quality in Fragile and Conflict-Affected Contexts. Institute of Development Studies, November 2022. http://dx.doi.org/10.19088/ids.2022.053.
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This report presents the final results of the Building Resilience in Crisis through Education (BRiCE) research project, which is led by the Institute of Development Studies (IDS) and the Institut Supérieur Pédagogique de Bukavu (ISP Bukavu). The research project is part of the BRiCE education programme funded by the European Commission’s Directorate-General for International Partnerships and led by Save the Children in Niger and the Democratic Republic of the Congo (DRC). This report presents the results of the endline evaluation of two components of the BRiCE education programme: Teacher Professional Development (TPD) and Improving Learning Environments Together (ILET). It also presents an in-depth analysis of teacher wellbeing and teaching quality in the regions of Zinder and Diffa in Niger, and the territories Uvira and Fizi in South Kivu province in the DRC. The report summarises the final results of the project regarding the causes and consequences of violence against teachers, and also investigates teacher’s knowledge on how to deal with the effects of violent conflict at school.
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Білоконенко, Л. А. The Course of Communicology in the System of Vocational Training of Philologists. ФОП Маринченко С. В., 2020. http://dx.doi.org/10.31812/123456789/4646.
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Communicology is the science of human communication. The purpose of this work is to share the experience of the Department of Ukrainian Kryvyi Rih State Pedagogical University in the field of communication studies, in particular, in organizing the practical work of students at bachelor’s degree, master’s Degree and PhD Degree. The activity of the teachers of our department is aimed at ensuring that students and postgraduate students acquire communicative competences, which allow the modern teacher to get to a high level of realization of professional functions based on national and world standards. The focus of this work is an analysis of compliance of the State standards in speciality “Philology” and the content of the programs of disciplines of the department, which ensure the quality of higher education. In this context, the author talks about the three stages of communicative education. We draw attention to our own practical experience in teaching the course in Ukrainian Communology for PhD students. The article also discusses the prospects for communication education in Ukraine, which today has not yet become a mandatory humanitarian component of vocational training.
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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.
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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.
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Besalú-Casademont, R., J. Schena, and C. Sánchez-Sánchez. Most relevant competencies in audiovisual communication studies. Perceptions of professionals, teachers and students. Revista Latina de Comunicación Social, December 2017. http://dx.doi.org/10.4185/rlcs-2017-1233en.
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Chambers-Ju, Christopher, Amanda Beatty, and Rezanti Putri Pramana. Exploring the Politics of Expertise:The Indonesian Teachers’ Union and Education Policy, 2005-2020. Research on Improving Systems of Education (RISE), July 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/101.
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Research on education politics often uses interest group pressure to explain the policy influence of teachers’ organizations. While acknowledging the power teachers’ unions have to articulate interests and shape labor policy, we explore how a less-studied variable–expertise (or the credibility of the claims they make to expertise)– shapes the policy process. In many low-and middle-income countries, teacher organizations struggle to demonstrate policy expertise and professional competence in core areas related to teaching and learning. Focusing on Indonesia from 2005-2020, we examine how the largest teachers’ organization influenced labor policy but was marginal in debates about professional standards, training, and evaluation due to its limited technical capacity and struggles to propose viable policy alternatives. Expertise is a critical policy input, and it deserves more attention in the education politics subfield. It is central for setting the agenda for policies to improve the quality of education and it has normative value for improving policy design overall.
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Перерва, Вікторія Вікторівна. Terminology Work of Future Biology Teachers During the Field-Based Training in Botany. Shiny World Corp., 2020. http://dx.doi.org/10.31812/123456789/4214.
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This paper focuses on problems of terminology work during the field-based training in botany and examines means and exercises of forming professional and terminological competence of future biology teachers. It is shown that improving the level of professional and terminological competence of students provides the background to better scientific awareness of students and contributes to improvement of the quality of academic activity during the professional practice. Biology is based on the results of field research and discoveries. Therefore training that occurs in a field setting is a powerful experience that promotes the development of creative teachers, enhances environmental literacy, and instills ecological responsibility. The content literacy is an important component of studies. In order to improve literacy, it is primarily necessary to form an active professional vocabulary.
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Schoen, Robert C., Christopher Rhoads, Alexandra Lane Perez, Amanda M. Tazaz, and Walter G. Secada. Impact of Cognitively Guided Instruction on Elementary School Mathematics Achievement: Five Years After the Initial Opportunity. Florida State University Library, February 2022. http://dx.doi.org/10.33009/fsu.1653430141.
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We studied the impact of a long-term teacher professional development program on elementary school mathematics achievement five years after the initial randomization using an intent-to-treat approach and all available achievement data for kindergarten through fifth-grade students. The intervention consisted of a randomized offer for teachers in 22 schools to participate in a professional-development program based on Cognitively Guided Instruction. The intervention had a small positive effect (g = 0.03) on mathematics achievement in the primary grades and a larger effect (g = 0.16) in the intermediate grades. Grade level was the only statistically significant moderator, with larger effects in higher grade levels. These results provide new evidence of a long-term effect of Cognitively Guided Instruction on student learning in mathematics.