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
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Neupane, Bharat Prasad, Laxman Gnawali, and Hem Raj Kafle. "NARRATIVES AND IDENTITIES: A CRITICAL REVIEW OF EMPIRICAL STUDIES FROM 2004 TO 2022." TEFLIN Journal - A publication on the teaching and learning of English 33, no. 2 (November 20, 2022): 330. http://dx.doi.org/10.15639/teflinjournal.v33i2/330-348.
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Amidst the recent surge in English language teacher identity research, this article systematically reviews existing research studies (n=30) conducted on English language teacher identity across English as a foreign language (EFL), English as a second language (ESL), and native English-speaking contexts that employed narrative inquiry as its methodology. Employing Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) framework, the systematic review identifies major themes on teacher professional identity classifying articles on three broad stages of professional development from student teachers’ identity negotiation to novice teachers’ identity development and experienced teachers’ and teacher educators’ identity construction. It reveals that English language teachers’ identity is influenced by their practice in learning communities in varying contexts, macro factors like gender, race, ideology and discourse, critical incidents and agency, conflicting emotions, teacher education programs, and imagined identity and investing. In addition, the article offers a critical assessment of narrative inquiry in language teacher identity and gives suggestions for future research. Finally, it proposes a preliminary framework on the trajectory of identity construction and its implications for English language curriculum and teacher development.
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Rutter, Alison. "Teacher Choices: Teacher Development." Teachers College Record: The Voice of Scholarship in Education 119, no. 14 (November 2017): 1–32. http://dx.doi.org/10.1177/016146811711901409.
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This article explores the individual and institutional professional choices related to the teacher development of the 19 exemplar elementary, secondary English, and math teachers who were still teaching 10-plus years after they entered teaching, either through New Jersey's alternate route (AR) program or college-based (CB) programs in the state. By examining the history of teacher development reform movements affecting the careers of these teachers and the ways in which these exemplar teachers chose to build their careers, two case studies are drawn to demonstrate the impact of the institution as well as the individuals’ professional motivation. The cases highlight the different professional paths and choices these teachers selected. In conclusion, the article recognizes that, rather than their initial choice of pathway, teachers’ development into mature veterans was affected most by their ongoing individual choices of professionalism, which include the effects of the institutions in which they chose to work.
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., Aminuyati, Achmadi ., and Okiana . "The Influence of Professional Competence, Work Motivation & Learning Motivation on the Competency Test Results of Social Studies Teachers." International Journal of Research and Review 8, no. 12 (December 9, 2021): 83–93. http://dx.doi.org/10.52403/ijrr.20211212.
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The teacher plays a role in students' cognitive, affective and psychomotor maturation through the teaching and learning process by transferring knowledge, personality and skills to students. The achievement of student learning outcomes is inseparable from professional competence, work motivation, and learning motivation possessed by the teacher in the learning process. Looking at this, it is necessary to design an instrument to measure professional competence, work motivation, learning motivation on the results of social studies teacher competency tests at junior high school level in public schools in Pontianak City. This study uses a quantitative approach, with a population of 119 social studies teachers, a total sample of 82 social studies teachers with propotionate stratified random sampling technique, which is found in 28 junior high schools in 7 sub-districts of Pontianak. Problem solving uses Multiple Linear Regression with a pathway hypothesis model (beta) pathway in Multiple Linear Regression. The results of the study show that: (1) professional competence has a direct positive effect on the results of the social studies teacher competency test; (2) work motivation has a direct positive effect on the results of the social studies teacher competency test; (3) learning motivation has a direct positive effect on social studies teacher competency test results; & (4) professional competence, work motivation, learning motivation simultaneously have a direct positive effect on the results of the competency test of social studies teachers in Pontianak City. Keywords: Professional Competence, Work Motivation, Learning Motivation, Competency Test Results.
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МАТВЕЕВА, Елена Фёдоровна. "Профессиональные обучающиеся сообщества в системе непрерывного профессионального развития учителей в России и Сингапуре." Известия Восточного института 47, no. 3 (2020): 59–69. http://dx.doi.org/10.24866/2542-1611/2020-3/59-69.
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В статье поднимается проблема управления профессиональным развитием учителя в России и в Сингапуре; освещается опыт непрерывного повышения квалификации педагога в Сингапуре посредством создания профессиональных обучающихся сообществ; раскрываются особенности организации работы сингапурских профессиональных обучающихся сообществ в школах, принципы их функционирования. В сравнительном ключе актуализируются вопросы развития профессионализма педагога в России, опыт региональных практик повышении квалификации педагогов, неформального объединения педагогов, инновационных практик дополнительного профессионального образования. В итоге сравнительного анализа делается вывод о том, что опыт Сингапура по созданию и развитию системы непрерывного повышения профессионализма учителя через профессиональные обучающиеся сообщества может заслуживать более пристального внимания со стороны, как учёных-теоретиков, так и учителей-практиков и управленцев школ в России. The article touches upon the issue of management of teacher professional development in Russia and Singapore. The author refers to the experience of organization of teacher continual professional development through professional learning communities in Singaporean schools as one of the most effective in the world. The paper provides insight into their work organization and principles of operation, as well as describes the history of their development. The phases of teachers’ participation in professional learning communities in Singaporean schools are viewed within the present studies. Concurrently, the issues of teacher professional development in Russia, the emerging experience of teacher qualifications upgrading in regional practices and informal teacher communities, innovative practices of teacher complementary professional education are updated in a comparative manner. The author reveals some difficulties and achievements in this area. In the end of the comparative analysis it is stated that the experience achieved by Singapore in creating a highly effective system of teacher professional learning communities needs a more focused attention from academics, as well as from practicing teachers and school managers.
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Uchtiawati, Sri. "Analysis Certification Teachers On Teacher Professional Education In Service." INNOVATION RESEARCH JOURNAL 1, no. 2 (September 22, 2020): 82. http://dx.doi.org/10.30587/innovation.v1i2.1921.
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The problem of this research is the need to improve the quality of Education, which in the analysis obtained by a base to enhance the quality of Education. Knowledge lies in the sub-system of teachers because basically, the teacher is learning agent. And how the efforts to upgrade the quality of Education is then, by invitation Act s item of national Education and law teacher and lecturer, is it relieved l formal that teachers must have a teaching certificate, or known as a teacher's certificate (sergu). The essence of teacher certification award "teaching certificate" on teachers, which meets the standards of professional, considering teacher professionals is a prerequisite for creating quality education. The purpose of this study is shortly analysis implementation of teacher certification through Professional Teacher Education In Position (PPGJ). The research method was done by qualitative descriptive, where researcher as a key instrument, which begins from preliminary studies, followed by collecting the data by using a technique sheets observation, interviews and documentation, then triangulation, and the reduction of the data. This research was conducted at PT Muhammadiyah, which held PPG Daljab in 2018 for two periods, and in 2019 for three periods. Results from this study that professional teachers can be evidenced by the Certified Master (Gr) can be obtained one through I Professional Teacher Education in the office, with the provision begins academic selection and administration, and only after the deepening of the material model of hybrid learning on Spada and ID REN the amount of 10 credits, diving three months. Workshops and Pearteaching execution of this study in Unmuh Gresik as LPTK amount of load are 8 credits for five weeks, continue VING PPL in school partners LPTK number 6 credits for three weeks, to end activities do SMEs of PPG consisting is test-related the implementation of learning carried out in partner schools and UP is a centralized online knowledge test, a maximum graduation grace period of 2 years with six times the UP retest.
Furthermore, for teachers who have passed the PPG Daljab can meng ask Teacher Certification (sergur) to receive allowances, and got the facilities that support achievement for teachers, including structural positions provided by the school. The d nature of learning and mastery learning do teachers better, so Influence of Community belief against schools with teachers who already have a teacher's certificate (Gr) is large enough, can make one-factor improvement of the accreditation status of the school. Thus, schools should be able to provide support to teachers to have the opportunity to take part in the PPG in Position Program
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Morris, William V. "Culture of Inquiry in Professional Development." International Journal of Educational Reform 26, no. 2 (April 2017): 123–31. http://dx.doi.org/10.1177/105678791702600202.
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Research on teacher collaboration and student achievement, along with culture of inquiry theory, was reviewed in an attempt to propose a theory of culture of inquiry for teacher professional development. Three empirical studies on teacher collaboration revealed positive correlations between teacher collaboration and student achievement. The literature on culture of inquiry and relevant theory from organizational management yielded five characteristics essential to a culture in which teachers plan and carry out professional development to evaluate and experiment with new teaching methods: transformational leadership, inquiry and healthy debate, license to experiment, collegiality and sharing, and an ongoing cycle of reflection.
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Marynowski, Richelle, Amber Darroch, Asta Gregory, and Molly James. "Theorizing about components of teacher professional development: supports and barriers." International Journal of Mentoring and Coaching in Education 11, no. 1 (October 12, 2021): 104–18. http://dx.doi.org/10.1108/ijmce-02-2021-0040.
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PurposeThis paper reports on a study exploring a sustained coaching model of teacher professional development (PD). The study was undertaken with middle school teachers in a small rural school division in Alberta, Canada. The goal of the study was to theorize about the components of the sustained coaching model of PD that supported or was a barrier to teachers engaging in a year-long PD series.Design/methodology/approachA grounded theory methodology was used to theorize about the components of a teacher PD model that participants viewed as being a support or barrier to their engagement in the PD. Data were collected from two individual participant interviews: one interview at the beginning of the year and one interview at the end of the year.FindingsFindings indicate that teacher PD should include a constant community, accountability to other participants in that community, and a balance of theoretical and practical support and be provided over multiple sessions. In addition, in order for the PD to be sustainable, barriers to engaging in the PD should be minimized.Originality/valueA recognition of the complexity of the factors influencing a teacher's interaction with PD provides a lens with which to consider the potential for a teacher's engagement with PD.
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Broudy, Harry S. "Case Studies —Why and How." Teachers College Record: The Voice of Scholarship in Education 91, no. 3 (March 1990): 449–59. http://dx.doi.org/10.1177/016146819009100301.
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Harry Broudy argues that the persistent criticism of teachers and of teacher education programs is due in part to the absence of a “consensus of the learned” about how teachers should be educated. Broudy's position is that a working consensus could be established through a case-study method in teacher education if cases were developed to portray important problems identified by teachers as typical and recurrent in their professional practice. Such case study, in Broudy's view, would develop prospective teachers' abilities to bring educational theory and research to bear in interpreting perennial problems and exploring alternative solutions to them.
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Roseler, Katrina, and Michael W. Dentzau. "Teacher professional development: a different perspective." Cultural Studies of Science Education 8, no. 3 (April 5, 2013): 619–22. http://dx.doi.org/10.1007/s11422-013-9493-8.
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Buendia, Ximena Paola, and Diego Fernando Macías. "The Professional Development of English Language Teachers in Colombia: A Review of the Literature." Colombian Applied Linguistics Journal 1, no. 21 (April 23, 2019): 89–102. http://dx.doi.org/10.14483/22487085.12966.
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This article offers a review of 25 empirical studies to identify the areas and findings of professional development initiatives for in-service English teachers in Colombia. The reviewed studies suggest that language teacher professional development has focused on six major areas: language proficiency, research skills and reflective practice, teachers’ beliefs and identities, an integrated approach to teacher professional development, pedagogical skills and teaching approaches, and emerging technologies. Results suggest that there is a need to move from traditional master-apprentice, content-oriented, teacher-centered models of professional development towards initiatives that allow teachers to critically analyze their particular context and needs, and devise their own local alternatives so that they can become more active agents of their own process of change. Issues that constitute possible alternatives for future research in the professional development of English language teachers are discussed.
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Eftimie, Simona, and Alina Mărgărițoiu. "Pre-service teachers looking for their professional identity." Jus et Civitas – A Journal of Social and Legal Studies 73, no. 1 (2022): 33–41. http://dx.doi.org/10.51865/jetc.2022.01.05.
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In the context of world dynamic, deep changes proposed by the new educational policy, becoming a teacher is an act of courage. Some of our previous studies have analysed the values that aimed teachers from different generations. Present study was interested to focus to the process of becoming teacher, building professional identity for his profession during educational path. For this purpose, we have analysed the way that our students, pre-service teachers (for preschool and primary school children), have chosen their educational (and professional) path, which were significant persons that have influenced their development and what aimed them for teacher career choose and if (and how) they have developed during studies their professional (pre)identity. Other results are also discussed.
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Putri N, Syahla Rizkiya, Siti Zahra Al Munawaroh, and Tin Rustini. "Urgensi Kompetensi Profesional Guru dalam Menguasai Materi IPS di Sekolah Dasar." Journal on Education 5, no. 1 (December 26, 2022): 942–50. http://dx.doi.org/10.31004/joe.v5i1.659.
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The world of education can not be separated from the figure of a teacher. The teacher is a professional educator whose job is to educate and guide students to become intelligent and skilled individuals in various ways. The roles of teachers and students are always side by side in the world of education, therefore teachers and students are two important components in the world of education. A good teacher is a teacher who is able to carry out his duties properly, in this case a teacher must understand and carry out various kinds of competencies that exist and must be achieved by a teacher. One of the competencies that must be possessed by teachers is professional competence, which means that a teacher must have a broad and deep mastery of learning materials so that learning can run well and achieve learning objectives. A teacher must be able to have good professional competence in various fields of learning. One of the learning materials found at the elementary school level is social studies learning material. At the elementary school level, students' thinking patterns are still abstract, while the scope of social studies material is very broad, therefore it is important for a teacher to be able to master his professional competence, especially in social studies material in elementary schools.
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Fox, Alison, and Val Poultney. "Teacher professional learning through lesson study: teachers' reflections." International Journal for Lesson & Learning Studies 9, no. 4 (August 28, 2020): 397–412. http://dx.doi.org/10.1108/ijlls-03-2020-0011.
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PurposeThis study examines the experiences of five teachers working in two English secondary school subject departments after being given the opportunity to engage with Lesson Study (LS) to increase student performance in their subject areas. This study aimed to reveal the drivers for the teachers' engagement in LS, and how this experience of Joint Professional Development (JPD) might be contributing to their learning as teachers.Design/methodology/approachThis study applies an analytic approach to evidencing teacher learning, based on the work of Knud Illeris, offering this as a methodological contribution to the field of professional development literature.FindingsFindings reveal that, despite all the teachers developing a passion for learning through LS, there are constraints on its sustainability and impact which can be attributed to the teachers' broader contexts and which affected them differently. The constraints centre on tensions between priorities and agendas within and beyond the school, related largely to budgets and visions of staff development.Research limitations/implicationsThis focused study on two subject departments engaging in LS limits its generalisability in terms of findings. However, the study offers a practical research application of a model of learning for analysis of teacher reflections on collaborative learning experiences.Originality/valueUnderstanding individual teacher reflections on LS experiences is under-represented in the literature, in particular studies providing insights into conditions conducive and constraining to JPD.
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Evendi, Erpin. "Teacher Professional Education Program in Islamic Religious Education: Bibliometric Analysis and Review." Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram 10, no. 3 (July 6, 2022): 591. http://dx.doi.org/10.33394/j-ps.v10i3.5322.
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The current study aims to explore studies related to teacher professional education programs in Islamic religious education. More specifically, it is conducting an analysis of study trends on the theme of teacher professional education programs in Islamic religious education, and reviewing several articles, especially those related to the competence of professional Islamic religious education teachers. The method used is bibliometric analysis. SCOPUS was used as the study database, descriptive and narrative analyzes were carried out based on data related to the theme of this study. Keyword filtering is carried out on the search document menu, this is intended to obtain adequate data and in accordance with the study theme. Each data displayed by SCOPUS is analyzed (analyze search results). This includes documents by year, documents by affiliation, documents by country, documents by type, and documents by subject area. The visualization of the result data is taken from the SCOPUS page and printed on the screen (to show the authenticity of the result data). Next, the author reviews two related articles that are most relevant to the teacher professional education program in Islamic religious education, and represents other articles within the scope of this study. The results of bibliometric analysis show that until now studies related to teacher professional education programs in Islamic religious education are still intensively carried out, this refers to the SCOPUS database related to the theme of the study. The main factor is Islamic religious education which is increasingly receiving international attention in line with the fundamental concepts that Islam teaches about lifelong learning, and is currently leading to professional teaching assignments. The results of the article review show that the importance of the sustainability of teacher professional development in Islamic religious education. If similar programs are not implemented in a sustainable manner, it is feared that the commitment of teachers in developing their professionalism will decrease. This study has important implications for the development of a number of literatures and studies, that the implementation of the program to increase the competence or professionalism of teachers in Islamic religious education needs to be explored further, especially the evaluation of its implementation or the competencies expected for the sustainability of Islamic religious education teacher professional education.
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Pinthongpunth, Khwandaw, Thongchai Phuwanatwichit, Charin Mangkhang, and Atchara Sarobol. "Learning for Professional Development of Social Studies Teachers in Thailand." Journal of Curriculum and Teaching 10, no. 2 (May 18, 2021): 58. http://dx.doi.org/10.5430/jct.v10n2p58.
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The research of creative learning for professional development of social studies students aims to study the basic information on creative learning management models for teacher professional development for Social Studies Program students. There are various ways to learn. The model that can be developed and applied to learners to develop the knowledge, skills and competencies necessary for the management of teaching and learning in the modern era to support learners and teachers in the rapid changing society, environment, economy and technology that have an impact on learning and teaching. The teachers who have a teaching method that can pass on or develop the learners is the first factor that generate the understanding between teachers and students. It is to understand the basic information of the local educational institutions. Therefore, this article provides basic information on creative learning management for teacher professional development for students studying in Bachelor's degree in Social Studies Program, Songkhla Rajabhat University, the local university where produces graduates serve to society and communities. Therefore, this article can create an understanding and a basis for further research work.
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Muyengwa, Barnabas. "Professional Studies in Teacher Education: A Theoretical Framework." Greener Journal of Educational Research 3, no. 5 (July 20, 2013): 226–28. http://dx.doi.org/10.15580/gjer.2013.5.070913709.
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Garza Rodríguez, Nallely, Luisa M. Muñoz-Cantúd, Ma Guadalupe Rodríguez-Bulnes, and Irma Esparza-Moreno. "Professional Teacher Identity: Methodological Alternatives for Qualitative Research." Revista Lengua y Cultura 3, no. 5 (November 5, 2021): 108–17. http://dx.doi.org/10.29057/lc.v3i5.7839.
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English as a Foreign Language (EFL) pre-service teacher’s identity is a process where language, as an object of study, is a tool in the mediation for scaffolding the identity of future teachers. Identity construction is not an isolated process. Instead, it is the result of a continuous and social process that embraces a variety of factors and the tension of diverse forces, struggles, and adjustments that the individual deals with. In the last two decades, an increasing number of qualitative studies focused on EFL teachers’ professional identity have appeared. To identify how professional identity is constructed, it must be understood as a product of discourse, practice, and relationships. Moreover, identity is developed through the stories (narratives) describing life encounters that have shaped who they are as teachers. Both discourse and narratives help teachers define and redefine themselves as professionals through the meaning they give to their lived experiences. Hence, the purpose of this paper is to address discourse and narratives as two research perspectives to investigate EFL pre-service teachers’ professional identity. First, the link between qualitative and identity studies is presented. Then, discourse analysis and narratives as methodological alternatives are introduced. Finally, implications and reflections for teacher education are discussed.
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Stodolsky, Susan, Gail Zaiman Dorph, and Wendy Rosov. "Teacher Professional Development in Congregational Settings1." Religious Education 103, no. 2 (April 3, 2008): 240–60. http://dx.doi.org/10.1080/00344080801910073.
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Pavlyk, N. "PSYCHOLOGICAL READYNESS OF THE PERSONALITY OF THE MODERN TEACHER TO CREATIVE PROFESSIONAL ACTIVITY IN THE CONDITIONS OF THE NEW UKRAINIAN SCHOOL." Psychology and Personality, no. 2 (September 14, 2021): 200–227. http://dx.doi.org/10.33989/2226-4078.2021.2.239985.
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The article is sanctified to the analysis of problem of psychological readiness of modern teacher to professional activity in the conditions of New Ukrainian school. An author is analyse psychological and pedagogical functions and personality internals of teacher of New Ukrainian school in detail, the system of criteria of psychological readiness to creative professionally and pedagogical activity, in the complement of that enter, is certain: spiritually-social orientation of personality, pedagogical necessity, motivational-creative activity, interest in organization of group work, pedagogical-educator competence, pedagogical-cognitive capabilities, creativity, initiative, moral attitudes toward students, the culture of pedagogical commonunication, psychological competence, harmoniousness social mutual relations, harmoniousness behavior, pedagogical self-possession, capacity for direction educationalprocess.
The authorial structure of psychological readiness of teacher NUS, that is presented in the article, has a personality and professional measuring. Each of measuring are contain a corresponding components. Each of components has the semantic filling (totality of separate personality internalss) is certain and can have will cut the degree of formed. As valuable innovative payment authorial methodology of research of level of psychological readiness of modern teacher comes forward to creative professional activity in the conditions of New Ukrainian school. The presented methodology allows to determine the level of psychological readiness of teacher to creative professional activity, and also to investigate the level of formed of separate pedagogical functions of teacher NUS. The author presents the results of an empirical study of the state of psychological readiness of modern NUS teachers for creative professional work.
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Zamorski, Barbara, and Margaret Bulmer. "Engaging teachers in research: teacher engagement in research as professional development." Pedagogy, Culture & Society 10, no. 2 (July 2002): 279–91. http://dx.doi.org/10.1080/14681360200200144.
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Yıkmış, Göksel, and Muratcan Akbıyık. "An investigation of studies on professional ethics conducted with the participation of pre-service teachers in Turkey." Cypriot Journal of Educational Sciences 17, no. 9 (September 30, 2022): 3303–13. http://dx.doi.org/10.18844/cjes.v17i9.7562.
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The purpose of this study is to identify and analyse the studies on the professional ethics of pre-service teachers in Turkey and to present the data on pre-service teachers and their professional ethics. Accordingly, the systematic review method was used. The keyword combinations as ‘pre-service teacher and ethic’ and ‘pre-service teacher and professional ethics’ were used in both Turkish and English to conduct the literature review in the databases as Google Scholar, ERIC, PsycINFO, Web of Science and EBSCO. As a result, 18 studies from 17 scholarly journals were found using the inclusion and exclusion criteria. These studies were analysed based on the year; participants’ grades in the university, number, departments, the curricula of the departments and the contexts of the studies. It is believed that future studies should be done with the participation of pre-service teachers from the 2nd and 3rd grades. Training programmes for pre-service teachers should be organised and the effectiveness of these programmes on professional ethics can be determined. Keywords: Ethics, pre-service teachers, professional ethics, systematic review, teachers
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Pronicheva, M. M. "REVIEW OF DOMESTIC RESEARCH ON SOCIAL PERCEPTION IN TEACHERS." PERSONALITY IN A CHANGING WORLD: HEALTH, ADAPTATION, DEVELOPMENT 8, no. 4 (December 30, 2020): 389–400. http://dx.doi.org/10.23888/humj20204389-400.
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The article presents a review of domestic studies of social perception among teachers. The social and professional significance of this phenomenon for teachers; the relationship of gender and age, sociodemographic and individual psychological characteristics of teachers and individual mechanisms of social perception are described. Aspects of the relationship between the phenomenon of social perception and professional competence were identified. The studies of the phenomenon of social perception in future teachers were reviewed. The article also presents generalized data of studying the mechanisms of social perception. Particular attention was paid to the fact that the identification mechanism is included in the empathy mechanism. Reflection was defined as a professionally important quality for a teacher, stimulating the research, creative process, thereby leading the teacher to new tasks of professional activity and acting as the main means of supporting the subjectivity of students. Attraction was studied, mainly, on a wide sample without correlation with professional activity. At the same time, it was highlighted that this mechanism was identified as a factor in the development of moral and environmental values of the teacher. Despite a wide range of studies devoted to the phenomenon of social perception and its mechanisms, according to the results of a review of domestic studies of social perception among teachers, it was concluded that there is insufficient empirical study of the mechanisms of understanding and perception of the personality and behavior of a student among teachers as a result of professional stress, as well as a lack of research related with the possibilities of including social perception in preventive measures for the formation of professional stress.
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Popovska Nalevska, Gorica, and Filip Popovski. "PROFESSIONAL AND PEDAGOGICAL ETHICS OF TEACHERS." KNOWLEDGE INTERNATIONAL JOURNAL 30, no. 2 (March 20, 2019): 315–20. http://dx.doi.org/10.35120/kij3002315p.
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Professional ethics is a theoretical and applied discipline that studies the established professional morale, behavior among people, employees in a given profession and between different professional groups. Ethics has the task not only to describe patterns of behavior and morality, but also to act through them. Schools and teachers are major factors in the ethical building of a person. They promote the general moral norms of society and, through the curriculum, organize programs on the development of positive moral properties, character and personality of the student. Pedagogical ethics is a special kind of professional ethics, which aims at creating the most accurate, most humane, most correct fulfillment of the profession teacher. Pedagogical ethics is a projection of social morality, hence the ultimate goal of the teacher is to educate members of society. The more serious contradiction of the teacher's professional role in the traditional and contemporary concept of teaching, which are often parallel in our educational practice, is only one of the more significant difficulties and reasons for the general acceptance of the code of the teacher's profession.
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Cholifah, Anjar Nur, Abdul Asib, and Suparno Suparno. "Investigating Teacher’s Perceptions of Reflective Peer Observation to Promote Professional Development." JEES (Journal of English Educators Society) 5, no. 1 (April 8, 2020): 89–93. http://dx.doi.org/10.21070/jees.v5i1.382.
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Peer observation as one of the reflection tools is viewed as an effective strategy to develop teacher’s professionalism. Furthermore, peer observation in reflective practice refers to the teacher’s act which collaborates with other teachers to identify the strength and the weakness of their teaching. By doing so, it is expected there will be innovation and improvement for better teaching activity after doing an evaluation together. This study aimed at investigating the teacher’s perceptions of peer observation as one of the reflection tools to promote professional development. The participant of this study was an In-service teacher in one of Senior High Schools in Surakarta who teaches English with 10 years of teaching experience. The data were gained through an in-depth interview followed by interactive model data analysis for qualitative study in analyzing the data. The results indicated that the teacher has positive perceptions of peer observation as a professional development tool. It brought some advantages for the teacher. Peer observation also helped the teacher to solve the problems she encountered in her teaching and could be used as a learning opportunity by observing new teaching techniques/methods/strategies from other teachers.
HIGHLIGHTS:
Teacher has positive perceptions in implementing peer observation to promote professional development
There are limited studies regarding the use of peer observation especially for in-service teacher
Peer observation brings some benefits for the teacher to improve her teaching practice
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Niemi, Hannele. "Educating Student Teachers to Become High Quality Professionals – A Finnish Case." Center for Educational Policy Studies Journal 1, no. 1 (January 22, 2018): 43–66. http://dx.doi.org/10.26529/cepsj.440.
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For decades, the Finnish orientation toward teacher education has committed itself to the development of an inquiry oriented and research-based professional culture. The aims of teacher education are to train students to find and analyse problems they may expect to face in their future work. This study consists of a survey of student teachers (n=545) in two universities in Finland. Web-based surveys with quantitative and qualitative questions were sent to all student teachers in the beginning of May 2010. Students assessed how teacher education had provided them with the competences they need in a high standard profession, what kinds of active learning experiences they had in their TE studies, and how research studies of teacher education had contributed to their professional development. Theparticipants of the study assessed that they had achieved good skills in planning teaching and curricula. They were capable of using different teaching methods. They were aware of their own teaching philosophy and their responsibilities as professionals and life-long learners. They consider the research component of TE valuable to their independent and critical thinking. They were very engaged in studies. Finnish pre-service teacher educationseems to function very well and to be effective in providing the skills teachers need to work as independent professionals. The results of the study show, however, that students also need more supervision and guidance on how to collaborate with parents and other stakeholders outside school, such as representatives of working life as well as partners in business lifeand culture.
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Rosli, Roslinda, and Mohd Fareed Aliwee. "Professional Development of Mathematics Teacher: A Systematic Literature Review." Contemporary Educational Researches Journal 11, no. 2 (May 1, 2021): 43–54. http://dx.doi.org/10.18844/cerj.v11i2.5415.
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Implementing effective professional development (PD) programs can help teachers in developing their knowledge and skills to enhance students learning in the classroom. However, professional development (PD) programs conducted been seen as less helpful for teachers in developing their potential in teaching mathematics. Therefore, a systematic literature review was undertaken to report on the programs of professional development (PD) for mathematics teachers. This review aimed to explore the professional development (PD) programs for mathematics teacher and teacher components of an effective professional development (PD) in the empirical studies. This systematic review utilized 40 research articles from 2015 to 2020 as data from which such data were obtained from databases such as Google Scholar, ERIC, and Springer. The findings show that the mathematics teacher professional development (PD) programs been used to give an impact on teacher attitudes and practices in terms of classroom teaching practices, student learning outcomes, and teacher knowledge and skills. In addition, teachers' factors for an effective professional development (PD) program can be classified into several parts: 1) motivation, 2) attitude, 3) commitment, and 4) self-efficacy. This study is essential to strengthening the competencies of mathematics teachers based on the best model of professional development in line with current educational needs.
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Puspitasari, Yunita, Utami Widiati, Saiful Marhaban, Teguh Sulistyo, and Rofiqoh Rofiqoh. "The sustainable impacts of teacher action research on EFL teachers in Indonesia." Studies in English Language and Education 8, no. 3 (September 16, 2021): 952–71. http://dx.doi.org/10.24815/siele.v8i3.21388.
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Action research has been a prominent topic in continuous professional development literature. Studies have evidenced its potentials for teachers, but not many have discussed the sustainability of the research as a means of Teacher Professional Development (TPD) as well as its sustainable impact. Underpinning the issue of sustainability, the present study aims at investigating what factors made the teachers choose to continue conducting teacher action research, and what pedagogical and professional competences perceived changed as sustainable impacts of Teacher Action Research (TAR). This qualitative study with a phenomenological undertone adapted Seidman’s framework to conduct in-depth interviews with five English as a Foreign Language (EFL) teachers. The results showed that motivation and self-efficacy belief, institutional supports, and collaboration with academics/universities were essentials for sustainable engagement with the research. Pedagogically, the teachers increased their awareness of the students’ characteristics, knowledge of effective learning, and ability to carry out reflective teaching. In terms of professional competence, they felt very confident and were able to make more publications. This study implies that TAR is a model of TPD that is able to develop EFL teachers’ professionalism where they can establish a better practice and develop themselves as professionals and individuals on daily basis, without leaving their students.
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Noonan, James. "An Affinity for Learning: Teacher Identity and Powerful Professional Development." Journal of Teacher Education 70, no. 5 (August 10, 2018): 526–37. http://dx.doi.org/10.1177/0022487118788838.
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Drawing on interviews with a diverse sample of teachers, this study uses the frame of professional identity to interpret the heterogeneity among teachers’ perceptions of professional development. Specifically, it examines how teachers’ “anchoring beliefs” might be reflected in or refracted by their accounts of powerful professional learning. An analysis of three case studies of teacher identity and teacher learning reveals three distinct “learning affinities”: for the what (content), the who (facilitation), and the with whom (community). This learning affinity framework may better model teachers’ experiences of professional development and thus could point the way toward improved research and design.
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Mistiani, Mistiani. "PENERAPAN PENDEKATAN SUPERVISI KOLABORATIF UNTUK MENINGKATKAN KOMPETENSI PROFESIONAL GURU DI SD NEGERI 2 PLANDI WONOSARI KABUPATEN MALANG." INVENTA 3, no. 1 (March 21, 2019): 105–13. http://dx.doi.org/10.36456/inventa.3.1.a1812.
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The results of empirical studies conducted by the researchers on teachers at Plandi Wonosari State Elementary School 2 Malang showed that teacher professional competence was still low, especially in teacher competencies in developing learning materials that were taught creatively.
Considering these conditions, one of the efforts that can be carried out by researchers to overcome the problem of the low professional competence of teachers in carrying out their professional duties, then applied the action in the form of a supervision approach that has never been done before, namely the collaborative supervision approach.
Based on the results of the study, it can be seen that there is an increase in teacher professional competence from pre-cycle to Cycle I of 18.18 points. The average professional competence of teachers in the pre-cycle is 52.27 with less criteria and in Cycle I is 70.45 with sufficient criteria. Teacher professional competence also experienced an increase from Cycle I to Cycle II by 18.19 points. The average professional competence of teachers in Cycle II was 88.64 with good criteria
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Khojeev, Andrey. "Teachers as Private Tutors: Understanding Dual Professional Identities of Six Faculty Members from Uzbekistan University." IJREE – International Journal for Research on Extended Education 8, no. 2 (October 18, 2021): 227–43. http://dx.doi.org/10.3224/ijree.v8i2.09.
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Due to socio-economic difficulties, many teachers in Uzbekistan combine their regular teaching activities with private supplementary tutoring (PST). Involvement in two professional activities has led to the emergence of teacher and tutor professional identities. It is assumed that the co-existence of dual identities has an influence on the professional activities of a tutor and/or of a teacher. Although a plethora of studies has focused on teacher identity and its effect on teachers’ professional activities and some on co-existence of teacher identity with other social identities, there is a gap in the academic literature with only a few studies on teacher-tutor identity and its impact on their professional activities. The present qualitative study has made an attempt to reveal the types of relationship between these two professional identities, to find out the reasons for the existing relationship and to explore how this relationship impacts their professional activities as a tutor and/or as a teacher. For these purposes, the research utilizes semi-structured interview questions with six university teaching staff members who are also private tutors. By applying a predetermined theoretical framework, an intrapersonal identity network approach, the study reveals the three most predominant types–power relationship, temporal and conflicting. These types of relationship found to have a negative impact on the respondents’ activities as private tutors.
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Cardoso-Pulido, Manuel Jesús, Juan Ramón Guijarro-Ojeda, and Cristina Pérez-Valverde. "A Correlational Predictive Study of Teacher Well-Being and Professional Success in Foreign Language Student Teachers." Mathematics 10, no. 10 (May 18, 2022): 1720. http://dx.doi.org/10.3390/math10101720.
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The teaching profession has an important emotional burden that, together with the erosion of different elements that compose it from continuous educational reform to the bad behavior and demotivation of students has led to many teachers experiencing physical and psychological illness or leaving the profession. Nevertheless, studies and interventions in this regard are still insufficient in the Spanish context. This situation also exponentially affects pre-service teachers, which according to numerous studies is the stage during which the diminishing of teacher well-being begins and consolidates. Within this panorama, with this study the authors pursue to determine which dimensions of teacher well-being are capable of predicting the professional success of 88 pre-service primary education teachers who specialize in a foreign language so that they can be addressed in the training process. To this end, an ex post facto study was carried out correlating the following instruments: the Teacher Distress Questionnaire, the Trait Emotional Intelligence Questionnaire and the Maslach Burnout Inventory-Educators Survey with an adaptation of the Rueda de la vida escolar sobre el éxito y la satisfacción laboral del docente (Wheel of school life on teacher success and job satisfaction). Multiple linear regression revealed that of all the variables studied for teacher well-being (intrinsic motivation, expectations about good professional performance, professional distress, professional exhaustion, irrational beliefs, emotional intelligence and burnout) only emotional intelligence and intrinsic motivation have the ability to predict the success of teachers in training in their future professional performance. This result is of paramount importance for reconsidering the training that teachers receive during their university stage, which currently and substantially prioritizes the cognitive component over psychosocial and emotional components.
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Alfiya Zhienbekovna, Turekeeva. "Opportunities for developing professional skill in the process of increasing the qualification of teachers." International Journal on Integrated Education 2, no. 5 (November 9, 2019): 189–93. http://dx.doi.org/10.31149/ijie.v2i5.169.
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The article poses the problem of the development of professional skills, competencies, teacher techniques in the process of advanced training. The scientific studies carried out in the field of the development of professional activities of teachers, the best foreign practices are analyzed. Also, the characteristics of the terms professional skills, competence, and teacher development are given.
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Löfström, Erika. "Student Teachers' Experiences of Their Studies in Educational Science and Psychology." Journal of Teacher Education for Sustainability 10, no. 1 (January 1, 2008): 56–67. http://dx.doi.org/10.2478/v10099-009-0025-2.
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Student Teachers' Experiences of Their Studies in Educational Science and PsychologyGeneral studies in Educational Science and Psychology provide for many subject teacher students their first contact with pedagogy. The experiences may influence students' desire to pursue teacher education studies and to continue in the profession after graduation. The aim of the study was to analyse how students perceive intentionality, contextuality, constructivism, collaboration, feedback, and transfer of knowledge. Further, the university teachers' intentions for creating a meaningful learning experience for their students were analysed. 341 student and nine teacher responses were collected. Contextuality was the most highly rated feature indicating that the presentation of the theoretical content and practical application is well balanced, but there is a need to develop practices of providing feedback on the students' learning and progress. It is vital that the general studies in Educational Science and Psychology provide students with meaningful experiences, which they can relate to past knowledge and future professional application. In order to support students' development into professionals who recognise their responsibility to promote sustainable development and life-long learning, initial teacher education needs to provide students with a sense of meaning and continuity.
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Maryani, Sri, Bukman Lian, and Rohana Rohana. "The Effect of Teacher’s Professional and Social Competency on Student’s Learning Outcomes." Journal of Social Work and Science Education 2, no. 1 (July 30, 2021): 69–82. http://dx.doi.org/10.52690/jswse.v2i1.208.
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The teacher determines the success of students because of the teacher's strategic position as a guide in learning. In order for a teacher's job to work well, the teacher must be professional in teaching. Professional teachers are believed to be able to make students think, behave and act creatively. This quantitative study aims to measure the effect of professional and social competence of teachers on learning outcomes of elementary school students in the Gelumbang District of Muara Enim Regency, which were analyzed using multiple regression formulas and supported by SPSS For Windows Version 21, data collection techniques including questionnaires, documentation in the form of photographs related to research. The results obtained that the of influence of professional and social competence together contribute to the learning outcomes of elementary school students in Gelumbang District. This paper is different from previous studies, it provides the new paradigm to focus on profesional and social competence where we could have good learning outcomes of student.
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Wagner, Christopher J., Marcela Ossa Parra, and C. Patrick Proctor. "Teacher agency in a multiyear professional development collaborative." English Teaching: Practice & Critique 18, no. 4 (November 11, 2019): 399–414. http://dx.doi.org/10.1108/etpc-11-2018-0099.
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Purpose This paper aims to report on the decisions two teachers made about how to engage with a five-year school–university collaboration that used professional development (PD) to foster changes in language instruction for teachers of multilingual learners. Design/methodology/approach A longitudinal case study was used to examine the experiences of two teachers to provide insights into classroom-level decisions and changes in instructional practices. Findings Changes in instructional practices occurred when teachers made active, engaged choices about their own learning and teaching in the classroom. Teacher learning did not follow a consistent trajectory of improvement and contained contradictions, and early decisions about how to engage with PD affected the pace and nature of teacher learning. Through personal decisions about how to engage with PD, teachers adopted new instructional practices to support multilingual learners. Positive changes required extended time for teachers to implement new practices successfully. Practical implications This collaboration points to a need for long-term PD partnerships that value teacher agency to produce instructional changes that support multilingual learners. Originality/value PD can play a key role in transforming literacy instruction for multilingual learners. Teacher agency, including the decisions teachers make about how to engage with professional learning opportunities and how to enact new instructional practices in the classroom, mediates the efficacy of PD initiatives. This longitudinal case study contributes to the understanding of effective PD by presenting two contrasting case studies of teacher agency and learning during long-term school–university collaboration.
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Bryce, Nadine, Sara E. D. Wilmes, and Marissa Bellino. "Inquiry identity and science teacher professional development." Cultural Studies of Science Education 11, no. 2 (January 29, 2016): 235–51. http://dx.doi.org/10.1007/s11422-015-9725-1.
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Komarudin, Muhammad. "Developing Professional Teacher to Improve Madrasah Student Character." Jurnal Pendidikan Islam 7, no. 2 (December 31, 2021): 229–42. http://dx.doi.org/10.15575/jpi.v7i2.15821.
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This study was aimed at investigating research and development (R&D) model applied to Akidah-Akhlak subject teachers in strengthening their students’ character in madrasah in South Jakarta. This research applied R&D using ADDIE version which consisted of: analysis, design, development, implementation, and evaluation. The research subjects were selected purposively involving 30 teachers. The results of the study show that the training model for the teachers was carried out with an emphasis on empowering the teachers’ professionalism. The development program was implemented through training and mentoring based on the modules. The results of the module-based teacher professional development can build the students’ character. The syntax for the training program started from preliminary studies, model descriptions compilation, model development, and professional teacher outcomes (compiling lesson plan, carrying out learning activities, conducting classroom action research). The implementation of the module-based teacher professional development had a significant impact on increasing the teachers’ pedagogic competence. They demonstrated a teaching vision that emphasized the importance of teaching the subject to their students. Teaching and learning activity which is based on the teachers’ professionalism can build students’ positive character in madrasah in South Jakarta.
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Sutriyanti, Ni Komang, and I. Made Luwih. "Improving The Quality Of Competency Of Hindu Religion Teachers Through Teacher Working Group In Denpasar City." Jurnal Penjaminan Mutu 5, no. 1 (February 28, 2019): 97. http://dx.doi.org/10.25078/jpm.v5i1.671.
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<p>Teachers have a very significant role in improving the quality of education, notably at the level of basic education that equips students with the ability to provide basic knowledge and skills. Teacher working group of Hinduism which is as a spot for teachers of Hinduism at the elementary school level in professional teacher training and helping to solve problems faced in carrying out the learning process needs to get the attention of various parties. Therefore, this paper attempted to examine the teacher's competency in relation to the teacher working group with the title of “Improving the Quality of Competency of Hindu Religion Teachers through Teacher Working Group in Denpasar City”. This paper used the qualitative research method, the location of the research was in the Hindu teacher working group spot in Denpasar City, the type of data was descriptive, with primary and secondary data sources, the informant determination techniques used purposive sampling technique, data collection methods used observation, interviews, literature studies, and documentation, as well as used data analysis techniques. The results of the study showed that, first, the form of activity of the Hindu Teachers Working Group in Denpasar, namely holding workshops, conducting routine meetings, and carrying out <em>Tirtayatra</em>. Second, the constraints and efforts made in improving the competence of Hinduism teachers are human resources and infrastructure. By Karen, the struggles made were to hold workshops as an effort to promote the human resources of teachers as professionals, and efforts to rent places and infrastructure so that activities could run well. Third, the role of the teacher working group in improving the competence of Hindu religion teachers is to play a role in four Hindu religious teacher competencies, namely pedagogical competence, personality competence, social competence, and professional competence.</p>
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Gasieva, I. T. "Self-construction as a specialist for young teachers." Vestnik Universiteta, no. 10 (December 11, 2020): 163–68. http://dx.doi.org/10.26425/1816-4277-2020-10-163-168.
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The article is devoted to the study of self-construction as a professional and a reference (ideal image) professional among young teachers of secondary schools of the Republic of North Ossetia – Alania. The article empirically studies the content component of the image of the Self as a professional and the image of the Self as an ideal teacher. In the course of the research, it was revealed that the majority of young teachers surveyed identify themselves with the reference image of a professional in their chosen professional activity. The structure of the self-construction and the reference self- construction is dominated by the social component; young professionals whose self-construction does not coincide with the reference image position themselves as disillusioned with their chosen professional activity.
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., Sofyani. "Evaluasi Kompetensi Profesional Guru IPS pada MTs di Kecamatan Mranggen Kabupaten Demak." Jurnal Edutrained : Jurnal Pendidikan dan Pelatihan 5, no. 1 (July 6, 2021): 33–49. http://dx.doi.org/10.37730/edutrained.v5i1.130.
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Abstrak
This study seeks to determine the professional competence of social studies teachers and how individual background factors affect professional competence. This research is a type of evaluation research, using the Benchmarking evaluation model, in which the results obtained will be compared with the professional competency standards of teachers prevailing in Indonesia. The study population was all social studies teachers at MTs in Mranggen District, amounting to 31 people. The data analysis technique used is quantitative analysis. The data analysis step of this research is descriptive data analysis and regression test. The results showed that 32.2% of the teachers had professional competence in the very good category, 25.8% in the good category, and 34.4% in the sufficient category. The regression results show that there is an effect of individual teacher factors on the formation of the professional competence of social studies teachers at MTs in Mranggen District. Teaching experience has the greatest influence in the formation of teacher professional competence, namely 44.63%, then the work environment is 31.16%, educational background is 25.80% and training experience is 0.35%.