Relevant bibliographies by topics / Teacher Review and Development

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Teacher Review and Development'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 February 2022

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Journal articles on the topic "Teacher Review and Development"

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Anggraeni, Novita. "Efforts to Improve Teacher Performance: A Theoretical Review." Eduvest - Journal Of Universal Studies 1, no. 7 (July 20, 2021): 596–602. http://dx.doi.org/10.36418/edv.v1i7.98.

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This article describes about improving teacher performance from the point of view of teacher performance. The writing of this article uses descriptive analytical methods by reviewing the literature on teacher performance theory. Based on this study four conclusions were found: (a) Teachers are one component of education that play an important role in the success of education, teachers are expected to be able to play the role of ideal teachers. (b) Improving teacher performance is one way to improve the quality of education. (c) Teacher performance is the teacher's perception of teacher's work performance related to the quality of work, responsibility, honesty, cooperation and work results. (d) Several factors that influence teacher performance include: (1) the principal's leadership role, (2) personal relationships between peers, (3) teacher-controlled competencies, (4) good training and development of Teacher Resources (HR). Teachers have an important role as a determinant of the success of a quality learning process. Therefore, efforts are needed to improve teacher performance to know their roles and functions so that educational goals can be achieved.
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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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Vovk, M. "TENDENCIES OF PEDAGOGICAL EDUCATION DEVELOPMENT IN UKRAINE: CHALLENGES AND PROSPECTS." Aesthetics and Ethics of Pedagogical Action, no. 22 (December 27, 2020): 150–65. http://dx.doi.org/10.33989/2226-4051.2020.22.222016.

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The review article identifies and characterizes the main tendencies of pedagogical education development in Ukraine: entering the European Higher Education Space internationalization, modernization, ensuring individual educational trajectory of teacher self-development, affirming academic integrity, ensuring future teachers' academic mobility, educators, formation and improvement of teacher's "soft skills". There are identified challenges in the process of pedagogical education reforming, including the implementation of the policy of higher pedagogical education institutions autonomy, the financial capacity of academic mobility the future teachers of various specialties, teachers, education managers, ensuring the quality of teacher training in a pandemic, creating resource content for informal training of future teachers, etc. The prospects of pedagogical education development have identified the unification of the process of future teachers' training in accordance with European quality standards; accreditation of educational programs on the basis of real quality criteria taking into account the needs of labour and the regional context; introduction of innovative forms, methods, technologies of teacher training in partnership of science, business, production, practice, etc.
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Moonjoo Seog. "Music Teacher Standards Review for Music Teacher`s Professional Development." Journal of Future Music Education 1, no. 2 (December 2016): 23–37. http://dx.doi.org/10.36223/jnafme.2016.1.2.002.

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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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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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Malderez, Angi. "Book Review: Advising and Supporting Teachers: Cambridge Teacher Training and Development Series." RELC Journal 35, no. 2 (August 2004): 243–45. http://dx.doi.org/10.1177/003368820403500211.

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Røkenes, Fredrik Mørk, and Rune Johan Krumsvik. "Development of Student Teachers’ Digital Competence in Teacher Education - A Literature Review." Nordic Journal of Digital Literacy 9, no. 04 (December 3, 2014): 250–80. http://dx.doi.org/10.18261/issn1891-943x-2014-04-03.

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Zhang, Jiahong, Mantak Yuen, and Gaowei Chen. "Teacher support for career development: an integrative review and research agenda." Career Development International 23, no. 2 (May 14, 2018): 122–44. http://dx.doi.org/10.1108/cdi-09-2016-0155.

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Purpose The purpose of this paper is to review identified key features of teacher support and its influence on students’ career decision making and development. It also examines the types of research approaches to data collection and analysis in order to provide a more in-depth evaluation of this field of study. Design/methodology/approach The review examined 18 studies, the majority being quantitative in design. Cross-sectional and longitudinal effects of teacher support were investigated, and differences in teacher support relative to grade level and gender were considered. Findings Results indicated that since 2000, there has been an increase in the number of empirical studies of teacher support in the career development field, the majority involving middle and high school students. The most commonly cited frameworks that underpin the studies are the social cognitive career theory, the career construction theory and Super’s career development theory. The most frequently used instrument for data collection was the teacher support scale (Metheny et al., 2008). Originality/value The review will be beneficial to researchers, teachers and policy makers seeking to optimize support systems for students’ career development. The findings contribute to further theory development and have practical implications for the career guidance field. Recommendations for future research and practice are suggested.
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Moosa, Visal. "Review of collective teacher efficacy research: Implications for teacher development, school administrators and education researchers." International Journal of Theory and Application in Elementary and Secondary School Education 3, no. 1 (April 30, 2021): 62–73. http://dx.doi.org/10.31098/ijtaese.v3i1.462.

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Out of around two hundred different variables that are known to have some relation with student achievement, Collective Teacher Efficacy (CTE) was reported to be among the most influential. Hence, CTE has received attention of many researchers as a topic investigation. The purpose of the present review is two-fold; (a) to present an overview of research on CTE, and (b) to draw some implications and suggest some recommendations for teacher development, school administration and further research on the topic. This paper engaged the methodology of systematic literature review to collect data from Google Scholar database. Sixty-six sources were employed in the review. During the analysis, the reviewed papers were sorted into categories and themes based on their major focus. The results revealed four major factors that influence CTE; (i) principle’s leadership, (ii) teacher professional learning, (iii) teachers’ self-efficacy, and (iv) organisational factors. Furthermore, it was also found that CTE has a significant impact on (i) student learning, and (ii) teacher learning. The findings imply that (i) teacher development should providing avenues to improve teacher efficacy, (ii) school administrators need to focus on what might enhance teacher learning in school in order to foster positive CTE beliefs, and (ii) further research is needed in investigating the indirect link CTE has with leadership and relational/structural conditions in schools. Learning process as essential components of distance learning (synchronous or asynchronous).
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Dissertations / Theses on the topic "Teacher Review and Development"

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Hopkins, Phillip, and n/a. "The teacher's voice : appraisal, development, and implications for professional identity : responses to teacher review and development plans in ACT secondary schools, 1990-1999." University of Canberra. Education, 2004. http://erl.canberra.edu.au./public/adt-AUC20061129.131120.

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This research explores the responses of eleven teachers, drawn from teaching, managerial, policy, and union levels, to their involvement in the development and implementation of Teacher Review and Development (TRAD) and Individual Development Plans (IDP). Through a case study methodology that uses a phenomenological approach, this research found that TRAD and IDP had little credibility as tools of teacher development or appraisal for teachers because of a range of complexities that included the politicisation of the processes, a lack of financial and resource support, and varied quality control measures. The research elicited a list of criteria for successful design and development of appraisal processes. These are detailed in Chapter Five of the thesis. They are rigorous monitoring and modelling of the processes, clear goals with stated end dates and recognition for involvement, appraisal that is integrated in existing work practices and based on shared understandings of work value, the provision of resources and time targeted at the appraisal process, a commitment to identifying and acting on inefficiencies, appraisal that is focused on teacher development and not directly linked to salary "reward". The research concludes that authentic teacher review and development will not take place until teachers themselves take on the responsibility, as a professional group, external to their employer, for the design of teacher review and development.
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Wong, Hoi-shan. "Peer coaching in action research as a lived practice for teacher professional development." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35684938.

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Keck, Judith Diane. "A historial review of the organization and development of teacher education in the State of Florida a case study /." Gainesville, FL, 1985. http://www.archive.org/details/historicalreview00keck.

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Wong, Hoi-shan, and 黃愷珊. "Peer coaching in action research as a lived practice for teacher professional development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35684938.

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Greene, Andrea Paige. "A Review of LEAD PD Writing in the Content Areas: Measures of Teacher Self-Efficacy and Student Performance." TopSCHOLAR®, 2017. http://digitalcommons.wku.edu/theses/1929.

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Data from recent college and career readiness measures indicate an alarming number of students are beginning college courses unequipped with the necessary writing skills to meet the demands of these courses. This, in addition to the Common Core State Standards, leave many teachers feeling underprepared to effectively teach writing. The current study sought to evaluate the effectiveness of LEAD PD: Writing in the Content Areas, a writing professional development initiative for teachers grounded in the writing standards and best practices of writing instruction. In partnership with a university of higher education, teachers from a local middle school were trained to Learn new information, Embed it into their instruction, Assess the effectiveness of instruction, and Disseminate their findings. The LEAD PD model was evaluated through ratings of teacher self-efficacy related to writing using the Teacher Personal Efficacy Survey and the Teacher Professional Efficacy Survey. Student writing performance was measured through the use of the Kentucky Online Testing (KYOTE) Writing Assessment Rubric. Results of this study indicated that teacher attitudes towards personal writing abilities did not change as a result of the LEAD PD training. However, increases in overall feelings of self-efficacy towards professional writing instruction were observed. Additionally, increases and/or changes were not always observed in teacher actions such as frequency of student engagement in writing tasks and effective feedback. Finally, significant increases were noted from pre/post scores on student writing samples.
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Hill, Betty J. "Evaluation and Games That Music Teachers Play: A Case Study of a Peer Review Program." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1574681400815453.

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Hitt, Sara Beth, and A. I. Kemp-Inman. "Identifying Evidence-based Practices Online: a Review of Sources and Recommendations for Educators." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4062.

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Jacobs, Cindy S. "Accreditation in Teacher Education: An Analysis of the Costs and Benefits Associated with NCATE Peer Review." UNF Digital Commons, 2005. http://digitalcommons.unf.edu/etd/251.

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The purpose of the present study was to examine the costs incurred and the benefits realized by institutions participating in the NCATE accreditation process and to formulate a cost-benefit model to guide teacher training institutions who are assessing the value of peerreview by NCATE. The study utilized quantitative methodology with a descriptive research design. The study featured researcher-designed questionnaires: Accreditation Cost-Benefit Analysis Scale for faculty (ACBAS) and the Costs Inventory Analysis (CIA) for administrators and was administered to a purposive sample of faculty and administrators at 54 colleges of education that had participated in the NCATE accreditation process and sitevisit during the period of January 2003-December 2004. The data indicated that faculty and administrators hold distinct perceptions regarding the benefits, costs, and other issues related to NCATE accreditation. Administrators specified the mean cost of NCATE accreditation was approximately $100,000, on average, as indicated by an analysis of the data provided on the CIA. Furthermore, a discriminant analysis of the data confirmed that administrators and those faculty considerably (7-10 hours per week) involved in the accreditation process had a greater appreciation for the benefits and costs of NCATE accreditation than did those faculty and significantly (3-6 hours per week) or only moderately (0-2 hours per week) involved. Finally, the data indicated that there was no difference in the perceptions between faculty and administrators regarding costs, benefits, and other issues related to accreditation when measured on the ACBAS.
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Nye, Elizabeth. "Classroom behaviour management to support children's social, emotional, and behavioural development." Thesis, University of Oxford, 2017. https://ora.ox.ac.uk/objects/uuid:cbf8fc9e-e095-42b7-a983-eedfdc407aa1.

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Introduction: Children's social, emotional, and behavioural difficulties are associated with reduced academic performance, stressed teacher-child relationships, and other negative academic and life outcomes. The Incredible Years Teacher Classroom Management (IY TCM) programme is one intervention developed to address problematic behaviours via training teachers to use positive and proactive management strategies. The overall aim of this DPhil is to use the Incredible Years Teacher Classroom Management programme as a case study for applying mixed methods at the systematic review level to ascertain what is known about both the programme's effectiveness and how people experience the course, and subsequently to use the systematic review's findings as a springboard (rather than as an end goal) for more exploratory research into 'for whom' the programme might work. Method: Study One is a mixed methods systematic review of IY TCM. It applied multilevel meta-analysis to RCT outcome data and grounded theory meta-synthesis to interview and focus group data on stakeholders' experiences of IY TCM. Quantitative and qualitative findings were cross-synthesised and mapped using an integrative grid. Study Two moves the field forward by filling a gap in the evidence base, as identified in Study One. Semi-structured telephone interviews were conducted with special educational needs coordinators (SENCos) across Devon, exploring the acceptability and appropriateness of expanding IY TCM to the subgroup of children with special educational needs (SEN) in mainstream schools. Data were analysed thematically and mapped onto IY TCM content. Results: In Study One, nine studies reported across 14 papers met inclusion criteria for either quantitative or qualitative strands of this systematic review. Multilevel meta-analysis of RCTs (n=4) indicated that the programme produced teacher- and child-level results in the desired directions. Clear trends across all measured outcomes favoured the intervention group over the treatment-as-usual comparison. Qualitative meta-synthesis (n=5) illuminated a cyclical learning process and broader conceptualisation of teacher and child outcomes than was evident in the quantitative evidence. Notably, RCT data on teacher outcomes were limited to self-reported or observed behaviours, while teachers described other benefits from IY TCM including increased knowledge and emotional well-being. Cross-synthesis of findings from the two review strands highlighted harmony across the RCT and qualitative evidence but also a number of areas in which constructs that were prioritised by one type of research were not integrated into the other. Study Two generated classroom management strategies from SENCos, which aligned closely with strategies taught in IY TCM, indicating that IY TCM would be both acceptable and applicable (if not sufficient) for use when working with children identified with SEN and behavioural difficulties in schools. Discussion: Based on the positive effects of implementing IY TCM despite very few studies to power analyses, the programme appears to offer tangible benefits to both teachers and children. It is possible that results are underestimated due to limited types of outcomes measured and absence of experiential data from additional stakeholders (e.g., parents). Depending on current provision of special educational needs services, schools operating inclusion models are likely to find these strategies beneficial for children identified with SEN, and this subgroup should be explicitly examined in future IY TCM studies.
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Orreill, Anthony John, and n/a. "Selected effects of a school performance review and development process (SPRAD) on parent participation in a school and parent/teacher relationships : a single site case study." University of Canberra. Professional & Community Education, 1996. http://erl.canberra.edu.au./public/adt-AUC20060823.160212.

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School Performance Review and Development (SPRAD) was a major innovation in school evaluation in the Australian Capital Territory. One of its aims was to encourage teachers and parents to work together in evaluating and developing policy across all areas of school life: Administration and Management, Finances, Curriculum and Assessment, Staff and Student Welfare and overall School Climate. SPRAD is different from other forms of school review in that it is system-initiated but kept under the control of the participants. The ACT Department of Education and Training supplies the resourcing and consultative assistance. One of the hopes for SPRAD was that, in bringing teachers and parents closer together, it would create a greater understanding of where each group stood in relation to the other and strengthen parent/teacher relationships. The focus areas for this study were parent participation in classroom and related activities, the various channels of information employed within the school such as school newsletters, reports and interviews, specific notices and letters relaying matters peculiar to class groups and school sectors, parent/teacher information-sharing sessions, parent/teacher involvement in board and P & C activities, and other forms of formal and informal contact. The study highlights the differences and similarities between teachers and parents in relation to "professionalism" and "partnership", and areas of conflict highlighted by Beacham & Hoadley (1979) who discuss the Fortress Model of Schooling, and Darland (lanni et al: 1975) who writes of the "anyone can teach attitude" displayed by many members of the public, i.e. the attitude that because all people have had some experience of schooling, then their opinions on education carry as much weight as those of the professionals; the feeling that what was good for them is good for their children, because they have "been there, done that" and teachers do not really know very much more than they (the public) do. SPRAD was seen to be a helpful factor in developing some aspects of parent/teacher relationships. Satisfaction with parent participation in classroom activities had increased overall despite some drops in actual parent presence at the activities because of the movement of children into the Senior areas of the school. Another example was the lessening of the degree of dissatisfaction with teachers' professional development programmes, especially pupil-free school development days.
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Books on the topic "Teacher Review and Development"

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Minkoff, Maxine. Teacher development in Massachusetts: A report for the Massachusetts Education Reform Review Commission. Edited by Hegert Leslie and Massachusetts Education Reform Review Commission. [Boston, Mass.?: The Commission, 1998.

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Lamarre, Patricia. Professional development of Core French teachers: Selective review of general literature on inservice education and specific literature on inservice education of second language teachers. Winnipeg, Man: Teacher Education and Professional Development Task Force, ACPLS/CASLT, 1986.

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Haslam, M. Bruce. A comprehensive review of professional development in South Carolina. [Columbia, S.C.]: South Carolina Education Oversight Committee, 2001.

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Lamarre, Patricia. Professional development of Core French teachers: Selective review of general literature on inservice education and specific literature on inservice education of second language teachers. Winnipeg, Man: Teacher Education and Professional Development Task Force, ACPLS/CASLT, 1986.

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Butler, Jocelyn A. A Review of adult learning theory and staff development research. Portland, Ore: Northwest Regional Educational Laboratory, 1989.

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Chudzinski, Leszek Z. Faculty development programs: A literature review, includes a listing of potential funding sources. [Urbana, IL]: College of Agriculture, Universtiy of Illinois at Urbana-Champaign, 1988.

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Burton, Jill. "Planning for a professional program": Review of professional support and development in the AMEP. Adelaide, South Australia: Centre for Applied Linguistics in the University of South Australia, 1991.

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Bude, Udo. Field-based teacher development programme: Monitoring exercise in Chitral, Northwest Frontier Province, and a review of FBTD activities in the northern areas of Pakistan. Bonn: DSE, 1993.

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McCreery, Elaine. Promoting children's spiritual development in education: A review of the literature and an exploration of teachers' attitudes. Roehampton: University of Surrey Roehampton, 2000.

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Neufeld, Jonathan. Redefining teacher development. Milton Park, Abingdon, Oxon: Routledge, 2009.

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Book chapters on the topic "Teacher Review and Development"

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Gurley, Jessica R. "Conners’ Teacher Rating Scales: Revised." In Encyclopedia of Child Behavior and Development, 405–6. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_671.

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Quartaro, Georgia, and Bob Cox. "Enhancing Faculty Commitment, Hope, and Renewal through Developmental Performance Review." In Narratives on Teaching and Teacher Education, 137–48. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230622913_10.

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Rajandiran, Durgesh. "Singapore’s Teacher Education Model for the 21st Century (TE21)." In Implementing Deeper Learning and 21st Education Reforms, 59–77. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-57039-2_3.

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Abstract Singapore introduced the Teacher Education Model for the 21st Century (TE21) in 2009 as a framework to propose a set of 21st century competencies that Singaporean teachers should be equipped with. The introduction of TE21 catalyzed the reform of existing programs and the implementation of new initiatives in initial teacher preparation programs and lifelong teacher professional development. This chapter first examines the local and international driving forces that led to the conceptualization of TE21 since Singapore’s independence. Then, the recommendations of TE21 are scrutinized along with the implementation of two new initiatives in the initial teacher preparation program. The findings are twofold. First, we find that Singapore has extensively performed a comparative review of global 21st century recommendations over four decades to customize an education system for their local context. Second, by synthesizing information sourced from interviews, government documents, and quantitative data, we find that the progress towards developing a cadre of 21st century teachers and producing holistic students in Singapore is largely successful. However, students are found to be at the receiving end of a generational cultural clash between them and their parents’ beliefs about the core of education.
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Brunzell, Tom. "Trauma-Aware Practice and Positive Education." In The Palgrave Handbook of Positive Education, 205–23. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_8.

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AbstractIn this chapter, positive education is reframed using advances in understanding through trauma-informed perspectives for schools educating students impacted by trauma and systemic educational disadvantage. In order to de-silo trauma-informed teaching and positive education, trauma-aware perspectives are first introduced, including priorities for intervention arising from a systematic review of trauma-aware teacher practice models. Next, positive education is repositioned as a developmental step for teacher practice to fortify wellbeing strategies within the classroom. Then, recommendations are provided, giving guidance for how teachers can begin this practice within their own schools. The chapter concludes with recommendations to support teacher wellbeing in the face of secondary traumatic stress, vicarious effects of childhood trauma, and workplace burnout.
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Jiang, Yuhong. "A Brief Review of the Present Situation and Dilemma of English Teacher Education and Development in Western China." In A Study on Professional Development of Teachers of English as a Foreign Language in Institutions of Higher Education in Western China, 27–41. Berlin, Heidelberg: Springer Berlin Heidelberg, 2016. http://dx.doi.org/10.1007/978-3-662-53637-7_2.

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"Review your professional development." In Jack C Richards' 50 Tips for Teacher Development, 1–7. Cambridge University Press, 2017. http://dx.doi.org/10.1017/9781009024594.001.

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"Primary teachers: initial teacher education, continuing professional development and school leadership development." In The Cambridge Primary Review Research Surveys, 669–721. Routledge, 2012. http://dx.doi.org/10.4324/9780203121672-38.

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Coleman, Howard V., Jeremy Dickerson, and Dennis Dotterer. "Critical Thinking, Instruction, and Professional Development for Schools in the Digital Age." In Teacher Education, 27–46. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0164-0.ch002.

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This chapter presents theories, issues and practices for creating effective, technologically rich learning environments in schools. In the digital age, teachers and school leaders must work together to ensure the development of higher level critical thinking skills for students. Using Bloom's Revised Taxonomy of Knowledge and Webb's Depth of Knowledge as theoretical guides, this chapter discusses how teachers may move towards more flexible, student-centered instructional models rather than traditional teacher-centered methodologies. Guiding questions are presented to assist teachers in determining what to consider when designing technology-enhanced instruction to promote higher level critical thinking skills. Topics include a review of technological factors influencing technology integration, modifications of teacher practices to best match the changing culture in K-12 classrooms, examinations of pedagogical practices in techno-centric classrooms, current and future professional development needs for teachers, and the importance of assessment and evaluation in monitoring the effectiveness of instructional practices in 21st Century learning environments.
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"Mentorship in Teacher-Training: A Preliminary Review of a Professional Development Programme for Tertiary Teachers in Singapore." In Teacher Development in Higher Education, 82–96. Routledge, 2012. http://dx.doi.org/10.4324/9780203096826-14.

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Srikantaiah, Deepa, and Wendi Ralaingita. "Teacher Education and Professional Development in Global Mathematics." In Annual Review of Comparative and International Education 2014, 65–72. Emerald Group Publishing Limited, 2014. http://dx.doi.org/10.1108/s1479-367920140000025006.

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Conference papers on the topic "Teacher Review and Development"

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Hartini, Sri, Caraka Putra Bhakti, Dody Hartanto, and Muhammad Alfarizqi Nizamuddin Ghiffari. "Teacher Pedagogic Competency Development Model: A Literature Review." In Proceedings of the 5th Asia Pasific Education Conference (AECON 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/aecon-18.2018.40.

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Uotinen, Sanna, Heli Tyrväinen, and Leena Valkonen. "A REVIEW OF A STUDENT-TEACHER INTERACTION IN ONLINE LEARNING IN HIGHER EDUCATION." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0684.

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Kepol, Napisah, Farah Natchiar Mohd Khaja Hameed Maricar, Nadiah Yan Abdullah, Thilaga Ravinthar, Mohd Ridhuan Ismail, Othman Lebar, Siti Eshah Mokshein, Mohd Uzi Dollah, Azali Rahmat, and Jamal @. Nordin Yunus. "IDENTIFYING AREAS FOR IMPROVEMENT IN ASSESSMENT PRACTICES THROUGH A COLLABORATIVE REVIEW AMONG TEACHER EDUCATORS." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.2246.

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Ruan, Quanyou. "Understanding Teacher and Students' Development in a Chinese CALL Context: Review and Prospect." In 2011 International Conference on Control, Automation and Systems Engineering (CASE). IEEE, 2011. http://dx.doi.org/10.1109/iccase.2011.5997833.

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Mpahla, Ntando Elliot, Bulelwa Makena, and Thandiswa Mpiti. "RURAL PRIMARY TEACHERS’ CONSTRUCTIONS OF QUALITY EDUCATION: A REVIEW OF CONTINUING PROFESSIONAL TEACHER DEVELOPMENT PROGRAMMES IN ONE EDUCATION DISTRICT OF THE EASTERN CAPE PROVINCE." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0661.

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Han, Xiaotian. "THE PLIGHT OF FIRST-YEAR TEACHERS IN PUBLIC PRIMARY SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end052.

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First-year teachers are teachers who are new to teaching. The number of public school teachers is increasing in many countries and areas. Meanwhile, data also showed that some newly qualified teachers anticipated leaving or already left after the first year teaching. The purpose of the study aims to present a review and synthesize literature regarding the challenges of first-year teachers in public primary schools. Peer-reviewed articles (N=30) are collected from Google Scholar via systematically searching key words “first-year teachers” with one or more of the following terms: challenge, difficulty, attrition, leaving, and public primary schools. The results show first-year teachers meet general challenges listed as below: (a) building a professional teacher identity, (b) applying teaching theories in real class practice, and (c) handling the same heavy teaching loads and responsibilities as experienced teachers. In addition, first-year teachers in Shanghai public primary schools also meet the following challenges: (d) not having enough pre-service teaching programs, (e) facing high competition and a workload, and (f) building positive and stable relationships with parents/administrators. Considering by new qualified teachers’ internal motivation and the external challenge they meet, first-year teachers are overwhelmed in dealing with these imbalances.
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Thompson, Tobi, and Ingrid Massey. "Preparing Effective Literacy Educators Through Professional Development." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8246.

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Since changes to the reading/language arts State Subject Area Test (SSAT) in late 2010, elementary education teacher candidates at a teacher training college in the Southern United States have experienced declining scores resulting in test failure and delaying student teaching and graduation. The purpose of this case study was to identify factors that students and faculty perceived as most beneficial in preparing students to pass the SSAT. Constructivism served as the conceptual framework for this study addressing the effects of collaboration, hands-on learning, and application of knowledge. Purposeful sampling was used to recruit 6 elementary education students who had taken the SSAT and 4 full-time reading and language arts faculty members who participated in semistructured interviews. Analysis of coded data indicated themes of preference for experiential learning, intensive strategy instruction, and a review of tested content. Based on study findings, a 3-day professional development training was created to provide students a review of tested subject matter through embedded strategy instruction and opportunities for hands-on application of learning.
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Cowley, Paul, and Denis Hyams-Ssekasi. "THE IMPACT OF TEACHER TRAINING PROCESSES ON THE PROFESSIONAL PRACTICES OF UNIVERSITY LECTURERS: A REVIEW OF POLICY AND PRACTICE." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1387.

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Ortiz-Colón, Ana María, Rafael Castellano-Almagro, Javier Rodríguez-Moreno, and Miriam Agreda Montoro. "INITIAL AND IN-SERVICE TRAINING FOR SECONDARY SCHOOL TEACHERS TO IMPLEMENT PROJECT-BASED LEARNING (PBL)." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end040.

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The continuous evolution of technology, the gradual abandonment of the industrial society and the increasingly standardised inclusion of emerging methodologies in the teaching and learning processes have a significant impact on the quality and way of life of the people involved in them, making it necessary to integrate them in detail into the education system itself through initial and ongoing teacher training. This paper reflects on the initial university training that new Secondary Education teachers receive on new methodologies, specifically Project Based Learning (PBL), as well as the ongoing training that current teachers at this educational stage receive for their integration and incorporation as valid methodological systems for their daily classroom practice. Thus, through an in-depth review of the scientific literature on the subject and our experience as active teachers in the “Master's Degree in Teaching Secondary Education, Baccalaureate, Vocational Training and Language Teaching” at the University of Jaen (Spain), we have addressed these issues, determining that the quality of the pedagogical training of new teachers does not correspond to the reality that they will later face in the classroom, In addition, the in-service training that in-service Secondary teachers receive depends on the intrinsic motivations of the teachers or the manifest resources and legal requirements at the time and not so much on the real needs that the students in the context may require.
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Vallejo, José Ramón, Alberto Calaco, and Emilio Costillo. "METHODOLOGICAL STRATEGY IN A SEMINAR ON “KNOWLEDGE OF THE ENVIRONMENT”: A BIBLIOGRAPHIC REVIEW CONDUCTED BY PRIMARY TEACHER TRAINING STUDENTS FROM A MODEL BASED ON AN EDUCATIONAL EXPERIMENT." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1521.

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Reports on the topic "Teacher Review and Development"

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Azevedo, Eugénia, Rui Araújo, and Isabel Mesquita. The Development of Reflective Skills in Physical Education Teacher Education: a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, March 2021. http://dx.doi.org/10.37766/inplasy2021.3.0079.

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Lavadenz, Magaly, Elvira Armas, and Natividad Robles. Bilingual Teacher Residency Programs in California: Considerations for Development and Expansion. Loyola Marymount University, 2019. http://dx.doi.org/10.15365/ceel.policy.7.

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Public interest, research and policies about dual language education and the multiple benefits of bilingualism and biliteracy have led to shortages of bilingual education teachers in the state and nation. School districts and educator preparation programs are actively looking for pathways of bilingual teacher preparation to meet local demands for more dual language programs. Modeled after medical residencies, teacher residencies are deeply rooted in clinical training, typically placing residents in classrooms with experienced teachers in high-needs schools where they are supported in their development. Teacher residencies allow for the recruitment of teachers, offer strong clinical preparation, connect new teachers to mentors and provide financial incentives to retain teachers in the school/district of residency. Little is known however, about bilingual teacher residencies in the state. Following a review of various data sources, researchers find that, to date, there are few bilingual teacher residencies offered and that there is a need to expand and study bilingual teacher residencies as one of the most viable pathways to respond to this shortage.
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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, May 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.
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Matera, Carola, Magaly Lavadenz, and Elvira Armas. Dialogic Reading and the Development of Transitional Kindergarten Teachers’ Expertise with Dual Language Learners. CEEL, 2013. http://dx.doi.org/10.15365/ceel.article.2013.2.

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This article presents highlights of professional development efforts for teachers in Transitional Kindergarten (TK) classrooms occurring throughout the state and through a collaborative effort by researchers from the Center for Equity for English Learners (CEEL) at Loyola Marymount University. The article begins by identifying the various statewide efforts for professional development for TK teachers, followed by a brief review of the literature on early literacy development for diverse learners. It ends with a description of a partnership between CEEL and the Los Angeles Unified School District to provide professional development both in person and online to TK teachers on implementing Dialogic Reading practices and highlights a few of the participating teachers. This article has implications for expanding the reach of professional development for TK teachers through innovative online modules.
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Fernandez-Rio, Javier, Sergio Rivera-Pérez, and Damián Iglesias. Cooperative learning in teacher education: A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, August 2021. http://dx.doi.org/10.37766/inplasy2021.8.0099.

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Ruben, Barbara. Nurturing the Development of Teacher Change Agents Within a Teacher Education Program. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1990.

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Thomas, Sally, W. J. Peng, H. S. Tian, and J. Z. Li. Improving educational evaluation and teacher development in China. Unknown, October 2011. http://dx.doi.org/10.35648/20.500.12413/11781/ii056.

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Loeb, Susanna, Demetra Kalogrides, and Tara Béteille. Effective Schools: Teacher Hiring, Assignment, Development, and Retention. Cambridge, MA: National Bureau of Economic Research, June 2011. http://dx.doi.org/10.3386/w17177.

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Gygi, Carole. Development of a teacher rating instrument: methodological implications. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.536.

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Aslam, Monazza, Shenila Rawal, Geeta Kingdon, Bob Moon, Rukmini Banerji, Sushmita Das, Manjistha Banerji, and Shailendra K. Sharma. Reforms to Increase Teacher Effectiveness in Developing Countries: Systematic Review, September 2016. EPPI-Centre, Social Science Research Unit, UCL Institute of Education, University College London, UK, September 2016. http://dx.doi.org/10.35648/20.500.12413/11781/ii314.

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