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Teater, Troy A. Lorsback Anthony L. "Development of teacher efficacy". Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3128288.
Pełny tekst źródłaTitle from title page screen, viewed March 21, 2005. Dissertation Committee: Anthony L. Lorsbach (chair), Thomas P. Crumpler, Kathleen M. Crawford, Rosalyn Templeton. Includes bibliographical references (leaves 195-200) and abstract. Also available in print.
Mahlaela, Kedibone I. "Teacher assessment for teacher professional development". Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71703.
Pełny tekst źródłaBibliography
This study is an investigation of the link between the current South African Integrated Quality Management System (IQMS) as an assessment process and teacher professional development in South Africa. A review of literature confirms that teacher assessment should and could facilitate teacher professional development. However, how teacher assessment affects teacher professional development has not been fully recognized. There is, however, little empirical research available on how teacher assessment affects teacher professional development. Steyn and van Niekerk (2002) have noticed that little is known on the kind of support that teachers should receive as a result of teacher assessment. As a result, people are unclear on how teacher assessment should be implemented in order to yield effective teacher professional development. Though the government took numerous efforts to ensure greater teacher accountability and functional schools over some years via policy interventions such as IQMS, there are still deep-seated challenges that hamper these interventions from working effectively. Therefore, the qualitative case study has used three secondary schools in Limpopo, Capricorn District as the research sites to explore the role of IQMS in teacher professional development. The results from the participants indicate that IQMS is effective but only if a numbers of issues can be considered. Participants highlighted issues like, if every teacher can be trained, and there could be quality training with competitive facilitators, also, if there could be a conducive culture and the climate of the school then that could impact positively on teacher development.
Binks, Peter. "Teacher biography and teacher development : considerations for development through dialogue". Thesis, University College London (University of London), 2004. http://discovery.ucl.ac.uk/10020466/.
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 źródłaBiehl, Paola Gabriella. "Tracing teacher development". reponame:Repositório Institucional da UFSC, 2016. https://repositorio.ufsc.br/xmlui/handle/123456789/167711.
Pełny tekst źródłaMade available in DSpace on 2016-09-20T04:13:06Z (GMT). No. of bitstreams: 1 339900.pdf: 1143225 bytes, checksum: 868067c8dcc62ec2e8c7becb54c491a8 (MD5) Previous issue date: 2016
Abstract : In the field of English as a ForeignLanguage (EFL) teacher education, special attention must be given to novice teachers, (i.e. the ones working as a teacher for at most three years[Huberman,1993]), so that they can bridge the theory learned at preservice, courses, workshops or academia to the reality of their practice more comfortably and less lengthily. Following one on the main tenets of Vygotsky's (1987) Sociocultural theory (SCT), this study aimed to trace a novice teacher's developmental path, as she was mediated by a more experienced other (in this study, the researcher herself). The guiding question that permeated this study was to what extent the mediating sessions between teacher educator and novice teacher impacted the teacher. In order to answer this research question, the following specific questions were asked: i) How the interactions between teacher educator and novice teacher reverberated on the novice teacher's practice; ii) How the interactions between teacher educator and novice teacher reverberated on the novice teacher's discourse; and iii) if the novice teacher perceived herself differently, felt more confident about her teaching, and in what ways. Qualitative research methods were used to analyze data, which were collected through filmed class observation, filmed feedback sessions (called mediating sessions), and questionnaires. Analysis showed that the mediating sessions did impact the teacher,presenting evidence inboth teacher's discourse and practice, as well as in her self-analysis. These findings support the importance of a teacher educator's intentional and goal-oriented mediation for teachers, especially beginner teachers. The results of this study, while confirming the imperative role of reflective teaching (Richards, 1995) and teacher reasoning (Johnson, 1999), corroborate Vygotsky s (1987) proposition concerning the twisting path of concept development (Smagorinsky, Cook & Johnson, 2003).
No campo de formação de professores de Inglês como Língua Estrangeira (EFL), uma atenção especial deve ser dada aos professores iniciantes, (ou seja, aqueles que trabalham como professor durante, no máximo, três anos [Huberman, 1993]), para que possam relacionar a teoria aprendida em treinamentos, cursos, workshops ou academicamente com a realidade da sua prática de forma mais confortável e menos longa. Seguindo um dos principais princípios da teoria sociocultural (SCT) de Vygotsky (1987), este estudo teve como objetivo traçar o caminho de desenvolvimento de uma professora iniciante, como ela foi mediada por um colega mais experiente (neste estudo, o próprio pesquisador). A questão norteadora que permeou este estudo foi até que ponto as sessões de mediação entre a formadora de professores e a professora iniciante impactaram na professora. A fim de responder a esta questão de pesquisa, foram feitas os seguintes questões específicas: i) Como as interações entre a formadora de professores e a professora iniciante reverberaram na prática da professora; ii) Como as interações entre a formadora de professores e professor principiante reverberaram no discurso da professora; e iii) se a professora iniciante percebeu-se de forma diferente, se sentiu-se mais confiante com seu ensino, e de que forma. Métodos qualitativos de pesquisa foram utilizados para analisar os dados, que foram coletados por meio de observação de aulas filmadas, sessões de feedback filmadas (chamadas de sessões de mediação), e questionários. A análise mostrou que as sessões de mediação realmente impactaram na professora, apresentando evidências tanto no discurso quanto na prática da professora, bem como na sua auto-análise. Estes resultados reiteram a importância da mediação intencional e com foco nos objetivos dos formadores de professores para o desenvolvimento dos professores, especialmente professores iniciantes. Os resultados deste estudo, confirmando o papel fundamental do ensino reflexivo (Richards, 1995) e do raciocínio do professor (Johnson, 1999), corroboram com a proposta de Vygotsky (1987) relativa à trajetória sinuosa (twisting path) de desenvolvimento do conceito (Smagorinsky, Cook & Johnson, 2003).
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.
Corkery, Debra L. "Developmental practices for effective teacher evaluation /". free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9962515.
Pełny tekst źródłaLekome, 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 źródłaWermke, 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 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.
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 źródłaTrejo-Guzman, Nelly Paulina. "The teacher self construction of language teachers". Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/97914.
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 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 źródłaJofili, Zelia Maria Soares. "Fostering teachers' critical thinking : some paths to teacher development programmes". Thesis, Roehampton University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336986.
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 źródłaMargot, Kelly. "Teacher Self-Efficacy for STEM Talent Development". Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011775/.
Pełny tekst źródłaDavis-Frost, Diane. "Intentions and Implementation of the Professional Development and Appraisal System in Texas". Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2721/.
Pełny tekst źródłaKnoblauch, Deanne E. "Contextual factors and the development of student teachers' sense of efficacy". Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1085620654.
Pełny tekst źródłaTitle from first page of PDF file. Document formatted into pages; contains x, 136 p.; also includes graphics Includes bibliographical references (p. 125-136). Available online via OhioLINK's ETD Center
Pace, Charyl L. "The experiences of alternately certified teachers with teacher mentoring, teacher effectiveness, and student achievement". ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/821.
Pełny tekst źródłaDoughney, John F. "The relationship of teacher efficacy to teacher concerns and job-embedded professional development". Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9107/.
Pełny tekst źródłaCain, Kellie J. "The development of teachers' reflectivity: Theory into practice". Scholarly Commons, 2005. https://scholarlycommons.pacific.edu/uop_etds/2451.
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 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 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 źródłaMcCray, Jr Harold Anthony. "Teachers' Perceptions of Factors that Influence Teacher Turnover". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4534.
Pełny tekst źródłaHughes, 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.)
Miller, Ricketts Amanda Ilene. "Improving Students' Perceptions of Teacher Care Through Teacher Professional Development". Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1573737421317659.
Pełny tekst źródłaWood, Jo Nell Buchanan. "The development of the curriculum supervisor effectiveness instrument /". free to MU campus, to others for purchase, 1998. http://wwwlib.umi.com/cr/mo/fullcit?p9924946.
Pełny tekst źródłaBeard, 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 źródłaWong, 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 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).
Merrill, Margaret. "Creation of a Training and Development Program for Teachers of Less Commonly Taught Languages at Brigham Young University: A Development Project". Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd1742.pdf.
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 źródłaIzadinia, Mahsa. "An investigation into mentor teacher-preservice teacher relationship and its contribution to development of preservice teachers’ professional identity". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2016. https://ro.ecu.edu.au/theses/1792.
Pełny tekst źródłaCugini, Allison. "Examining New Teachers' Perceptions of Preparedness". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5692.
Pełny tekst źródłaHolbert, Romena M. Garrett. "Student Teachers’ Perceptions of Cooperating Teachers as Teacher Educators: Development of Standards Based Scales". The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1292943698.
Pełny tekst źródłaDaytner, Gary Thomas. "The decision to teach and the development of perceived competence and teacher efficacy among teacher candidates". [Bloomington, Ind.] : Indiana University, 2005. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3183920.
Pełny tekst źródłaWhynacht, Leah Alison. "Preschool teacher's sense of teaching efficacy : scale development and correlates /". View online ; access limited to URI, 2004. http://0-wwwlib.umi.com.helin.uri.edu/dissertations/dlnow/3147806.
Pełny tekst źródłaShelton, Michael Patrick. "Teacher Leadership| Development and Research Based on Teacher Leader Model Standards". Thesis, Southern Illinois University at Edwardsville, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3628634.
Pełny tekst źródłaTeacher leadership in schools has evolved many times as schools have looked to utilize teacher leaders in various ways to help support school organization, school reform, and ultimately impact student achievement. The purpose of this study is to develop, and evaluate the impact of a curriculum for leadership development rooted in the Teacher Leader Model Standards. The Teacher Leader Model Standards were published in 2011 by the Teacher Leadership Model Consortium and using those standards as a foundation for research and development, a course was created that provided participants with readings and activities designed to have a positive impact on their understanding of teacher leadership from the classroom perspective.
This study utilized a mixed methods design as participants completed both pre- and post-surveys based on the Teacher Leader Model Standards, as well as participated in focus groups. The data collected in surveys, gleaned from the focus groups, as well as my own field notes were utilized to look at the overall impact of the curriculum in improving teacher efficacy.
The study results indicate that there was a significant impact in teacher efficacy in six of the seven domains assessed.
Hundley, Kerri Lee. "Teacher Efficacy in Relation to Mathematics Reform: A Look at a Collaborative Group of Elementary Teachers". Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1488.pdf.
Pełny tekst źródłaCantrell-Scamara, Adrienne. "Teacher satisfaction survey: A tool for transformational leaders to facilitate teacher empowerment & efficacy". CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/919.
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.
Ferreira, Rosa Antónia De Oliveira Figueiredo Tomás Presmeg Norma C. "Portuguese mathematics student teachers' evolving teaching modes a modified teacher development experiment /". Normal, Ill. : Illinois State University, 2005. http://wwwlib.umi.com/cr/ilstu/fullcit?p3196645.
Pełny tekst źródłaTitle from title page screen, viewed September 25, 2006. Dissertation Committee: Norma C. Presmeg (chair), Nerida F. Ellerton, Beverly S. Rich. Includes bibliographical references leaves and abstract. Also available in print.
Khuzwayo, 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.
Shayshon, Bruria. "The professional development of teacher-leaders". Thesis, University of Salford, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365959.
Pełny tekst źródłaParson, Demita Sidonia. "School Bullying and Teacher Professional Development". ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1709.
Pełny tekst źródłaHill, Krystal A. "Teacher Participation and Motivation inProfessional Development". BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5718.
Pełny tekst źródłaSoderquist, Geraldine Lee. "Teacher professional development in technology integration". CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2402.
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