Rozprawy doktorskie na temat „Professional Development of Teachers”
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Erickson, Stacy Johnson. "An examination of the relationship between professional development and teacher turnover /". view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1404348121&sid=2&Fmt=2&clientId=11238&RQT=309&VName=PQD.
Pełny tekst źródłaTypescript. Includes vita and abstract. Includes bibliographical references (leaves 92-98). Also available for download via the World Wide Web; free to University of Oregon users.
Beard, Gaysha V. "The adult learner, professional development, and the literacy coach an effective professional development model proposal /". Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 96 p, 2008. http://proquest.umi.com/pqdweb?did=1472129381&sid=1&Fmt=2&clientId=8331&RQT=309&VName=PQD.
Pełny tekst źródłaBishop, Judith E. "Teacher supervision of preservice teachers : a naturalistic study of teachers' professional development /". Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/7753.
Pełny tekst źródłaEllefson, Bryan A., i University of Lethbridge Faculty of Education. "Teacher-directed professional development". Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1994, 1994. http://hdl.handle.net/10133/54.
Pełny tekst źródła174 leaves ; 29 cm.
Lekome, Botsang Patricia. "Professional development of primary school educators through the developmental appraisal system". Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-09122008-152948/.
Pełny tekst źródłaGallant, Reinhold Justin. "Foundation phase teachers' continuous professional development". Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1007898.
Pełny tekst źródłaАндрейко, Лариса Володимирівна, Лариса Владимировна Андрейко i Larysa Volodymyrivna Andreiko. "Professional Development of English Language Teachers". Thesis, Севастополь: Рибэст, 2013. http://essuir.sumdu.edu.ua/handle/123456789/58865.
Pełny tekst źródłaThe article deals with such aspects of professional development of English language teachers as knowing about the subjetc matter, theories of learning and teaching , and the students.
Trejo-Guzman, Nelly Paulina. "The teacher self construction of language teachers". Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/97914.
Pełny tekst źródłaAlshaikhi, H. "English Language teacher professional development in Saudi Arabia : teachers' perceptions". Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/35141.
Pełny tekst źródłaWong, K. L. "The impact of professional development on stress in teaching". Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35711826.
Pełny tekst źródłaSchroeder, James. "Professional development in technology education". Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999schroederj.pdf.
Pełny tekst źródłaAustin, Sandra Lynn. "Differentiating professional development for teacher success : a study of effective teachers /". Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7626.
Pełny tekst źródłaMusikul, Kusalin. "Professional development for primary science teaching in Thailand knowledge, orientations, and practices of professional developers and professional development participants /". Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4667.
Pełny tekst źródłaThe entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on March 23, 2009) Vita. Includes bibliographical references.
Wermke, Wieland. "Development and Autonomy : Conceptualising teachers’ continuing professional development in different national contexts". Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-86705.
Pełny tekst źródłaIvey, Hannah Worth. "An evaluation of a job embedded professional development program at Lincoln Academy". View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-1/iveyh/hannahivey.pdf.
Pełny tekst źródłaBennett, Douglas Shields. "Teacher efficiency in the implementation of new curriculum supported by professional development /". CONNECT TO THIS TITLE ONLINE, 2007. http://etd.lib.umt.edu/theses/available/etd-09142007-115147/.
Pełny tekst źródłaHutchison, Karen Cohee. "Identifying professional development needs of Delaware agriscience teachers". Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 125 p, 2007. http://proquest.umi.com/pqdweb?did=1362531281&sid=17&Fmt=2&clientId=8331&RQT=309&VName=PQD.
Pełny tekst źródłaCampbell, Deborah M. "Case Study: Entry-year elementary teachers' perceptions of their professional development". [Kent, Ohio] : Kent State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1227047465.
Pełny tekst źródłaTitle from PDF t.p. (viewed Jan. 4, 2010). Advisor: Richard Ambrose. Keywords: entry-year teachers, professional development, teacher perception. Includes bibliographical references (p. 226-242).
Stillisano, Jacqueline. "Mentoring preservice teachers : opportunities for professional learning and growth in professional development schools". Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1302161.
Pełny tekst źródłaDepartment of Educational Studies
Wong, Chun-cheong. "Hong Kong teachers' perceptions of continuing professional development policies and activities". Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B3554448X.
Pełny tekst źródłaBeck, Lisa. "The current state of professional development in Appalachia". [Huntington, WV : Marshall University Libraries], 2009. http://www.marshall.edu/etd/descript.asp?ref=1006.
Pełny tekst źródłaJoyce, Jennifer A. "Teachers on tap : exploring professional development through community engagement /". Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7855.
Pełny tekst źródłaShafir, Mary. "Immigrant English teachers' professional development in Israel". Thesis, Anglia Ruskin University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.490298.
Pełny tekst źródłaTantranont, Nuttiya. "Continuing professional development for teachers in Thailand". Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/2242/.
Pełny tekst źródłaQuattlebaum, Simon F. "Designing Professional Development for Elementary School Teachers". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1549.
Pełny tekst źródłaWeber-Salgo, Amy. "Focusing Professional Development by Differentiating for Teachers". ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1021.
Pełny tekst źródłaMeadows, Julie. "Music Teachers' Perceptions of Targeted Professional Development". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3459.
Pełny tekst źródłaRefe, Rymarczyk Jo-Michele. "College Teachers' Perceptions of Technology Professional Development". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6654.
Pełny tekst źródłaSmith, Prudence M. "Professional development : teachers' learning in reading recovery". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/298.
Pełny tekst źródłaKong, Yick-cheong. "Professional development through curriculum reform projects a case study /". Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35523013.
Pełny tekst źródłaDoughney, John F. Laney James Duke. "The relationship of teacher efficacy to teacher concerns and job-embedded professional development". [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9107.
Pełny tekst źródłaLalitha, Hettiarachchige Done Asie. "Development of a model for the continuing professional development of teachers a qualitative investigation /". Access electronically, 2005. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20060926.094927/index.html.
Pełny tekst źródłaBush, Nicole Lea. "The evolution of a professional learning community in a professional development school". Ashland University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1458523042.
Pełny tekst źródłaPendergraft, Elizabeth Murray. "Teacher Inquiry in a Professional Development School Environment". Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/msit_diss/26.
Pełny tekst źródłaTakayama, Hiromi. "Professional development in Japanese non-native English speaking teachers' identity and efficacy". Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/5655.
Pełny tekst źródłaNastiti, Hendrati. "Impact of a professional development program on teachers' beliefs: A collective case study of four Indonesian schools". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2010. https://ro.ecu.edu.au/theses/1840.
Pełny tekst źródłaMettler, Eunice. "Continuing Professional Teacher Development (CPTD) practices of teachers in working class schools in the Western Cape". University of the Western Cape, 2016. http://hdl.handle.net/11394/5355.
Pełny tekst źródłaContinuing Professional Teacher Development (CPTD) of teachers at working class schools in South Africa has come under scrutiny over the past few years. Despite new education policies which incorporated the dire need for CPTD, the achievement of learners at working class schools remains poor. This investigation was prompted by the cause of this discrepancy. This study investigates the participation of teachers in Continuous Professional Development initiatives at working class schools in the Western Cape. The primary research question for this research paper is: “Why are teachers at working class schools not participating in CPTD initiatives as expected?” A qualitative approach within the interpretive paradigm was adopted throughout this study. The interpretive approach allowed the researcher to gain a more social world interpretation of the respondents as it provided insight in CPTD practices at working class schools. The process of data gathering was inductive as information emerges from interviews and questionnaires. Open-ended questionnaires and semi-structured interviews were used to gather data. The study comprised 15 respondents and included teachers at two schools and three officials from the Department of Education. The demographics of the two schools were similar which made it possible to ask the same questions for all respondents. The study highlighted the lack of participation of teachers in CPTD due to human, material and financial constraints. Urgent consideration needs to be given to eradicating these barriers for continuous professional development of teachers. Providers of CPTD should ensure that the needs of teachers are met and training should be embarked upon on a continuous basis. In addition, priority should be given to teachers employed at schools in working class areas.
Hughes, John Anthony, University of Western Sydney, of Arts Education and Social Sciences College i School of Social Ecology and Lifelong Learning. "Teacher professional development in performing and literary arts education". THESIS_CAESS_SELL_Hughes_J.xml, 2002. http://handle.uws.edu.au:8081/1959.7/393.
Pełny tekst źródłaDoctor of Education (Ed.D.)
Osborne, M. B. "The professional development of teachers : issues in development and control". Thesis, University of East Anglia, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.357994.
Pełny tekst źródłaInge, Richard. "A SURVEY OF SCHOOL PRINCIPALS AND TEACHERS REGARDING TEACHERS' PROFESSIONAL DEVELOPMENT PARTICIPATION". Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2419.
Pełny tekst źródłaEd.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership
Boyarko, Maria A. "ONLINE PROFESSIONAL DEVELOPMENT: A STUDY OF FIRST YEAR ONLINE TEACHERS". [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1242052734.
Pełny tekst źródłaTitle from PDF t.p. (viewed Jan. 22, 2010). Advisor: Steven L. Turner. Keywords: Online professional development. Includes bibliographical references (p. 191-197).
Price, Beverly Pearson Witte Maria Margarita. "Teacher perceptions of the impact of professional development and teacher-student relationships on school climate". Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SPRING/Educational_Foundations,_Leadership_and_Technology/Dissertation/Price_Beverly_52.pdf.
Pełny tekst źródłaCañizales, Vargas Rafael Antonio. "The moral profession a study of moral development and professional ethics of faculty /". Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3036161.
Pełny tekst źródłaKhuzwayo, Herbert, S. Bansilal, Angela James, Lyn Webb i Busisiwe Goba. "A case study of a teacher professional development programme for rural teachers". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82632.
Pełny tekst źródłaSchluntz, Michele. "Developing Collective Teacher Efficacy through Job-embedded Professional Development in Elementary Teachers". Thesis, Northern Illinois University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10829679.
Pełny tekst źródłaABSTRACT DEVELOPING COLLECTIVE TEACHER EFFICACY THROUGH JOB-EMBEDDED PROFESSIONAL DEVELOPMENT IN ELEMENTARY TEACHERS Michele Schluntz, Ed.D. Department of Curriculum and Instruction Northern Illinois University, 2018 Elizabeth Wilkins, Director The purpose of this mixed-method study was to explore the outcomes of a Job-Embedded Professional Development (JEPD) approach on Collective Teacher Efficacy (CTE). Teachers volunteered to participate in one of three literacy teams designed for the study. At the opening of the study, teachers completed the Collective Teacher Efficacy Belief Scale (CTEBS) to determine the level of CTE present prior to engaging in the JEPD sessions. During the three JEPD sessions, teachers engaged in meaningful conversations about situated problems of practice and potential changes to address such concerns. At the conclusion of each JEPD session, teachers completed individual reflection journals documenting their experiences. Upon completion of the final JEPD session, teachers again completed the CTEBS. The study concluded with the completion of one-on-one interviews to provide a deeper understanding to the responses provided through the individual reflection journals. Three major findings were identified in this study. First, it was concluded that a JEPD approach to the professional development of teachers may play a role in influencing CTE. Second, this study supported the Social Cognitive Theory framework of human agency and Triadic Reciprocal Causation. And third, meaningful conversations about situated learning in authentic problems of practice contributed to the development of CTE. As a result of these findings, this study supports a sociocultural approach to the professional development of teachers. Embedded in Vygotsky?s (1978) Socio-cultural Theory, there are five principles that encompass a sociocultural approach to teacher professional development. Teachers in this study experience four out of the five: teacher agency, situational appropriate, dialogical practice, and systemic in view. Utilizing these findings, recommendations for professional development and future research are also discussed.
Ehrich, Lisa Catherine. "Principals' experience of professional development and their response to teachers' professional development : a phenomenological study". Thesis, Queensland University of Technology, 1997.
Znajdź pełny tekst źródłaKhakbaz, Azimeh Sadat. "Professional Development for Mathematics Teachers Through Lesson Study". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80367.
Pełny tekst źródłaHayes, Lisa. "Knowledge sharing and Professional Development in Primary Teachers". Thesis, University of Exeter, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.486772.
Pełny tekst źródłaShaw, Barbara. "Primary teachers and professional development : the early years". Thesis, University of Warwick, 2006. http://wrap.warwick.ac.uk/4075/.
Pełny tekst źródłaAshour, Subhi. "Understanding teachers' engagement in inquiry-based professional development". Thesis, Open University, 2017. http://oro.open.ac.uk/50953/.
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