Готові списки джерел за темами / Factors impacting teacher PD

Добірка наукової літератури з теми "Factors impacting teacher PD"

Автор: Grafiati

Опубліковано: 10 грудня 2022

Оновлено: 28 січня 2023

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Статті в журналах з теми "Factors impacting teacher PD"

Clarke, Kristen A. "Factors and Conditions Impacting Teacher Leader Influence." Procedia - Social and Behavioral Sciences 106 (December 2013): 1222–31. http://dx.doi.org/10.1016/j.sbspro.2013.12.137.

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Reid, Jo-Anne, Ninetta Santoro, Laurie Crawford, and Lee Simpson. "Talking Teacher Education: Factors Impacting on Teacher Education for Indigenous People." Australian Journal of Indigenous Education 38, no. 1 (January 2009): 42–54. http://dx.doi.org/10.1375/s1326011100000582.

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AbstractIn this paper we report the findings of research that has examined, from first-hand accounts, the career pathways of Indigenous Australians who have studied to become teachers. We focus on one key aspect of the larger study: the nature and experience of initial teacher education for Indigenous student teachers. Elsewhere we have reported on aspects of their subsequent working lives in teaching or related fields. We focus here on participants' talk about teacher education, particularly with reference to the factors that have impacted positively and negatively on their identity formation as “Indigenous” students and teachers. As a research collective that comprises Aboriginal and non-Aboriginal teacher educators, and in the context of increased emphasis on university access following the Federal Review of Higher Education, we argue that it is time for government, universities and schools to listen and learn from this talk. In particular, we highlight in our participants' accounts the persistence of three longstanding and interrelated factors that continue to impact on the success or inadequacy of teacher education for Aboriginal people i.e., the presence and nature of financial, emotional and academic support in university and school settings.

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Mehmood, Nasir. "Factors Impacting EFL Teachers’ Self-efficacy: A Theoritical Perspective." English Language Teaching 12, no. 4 (March 8, 2019): 39. http://dx.doi.org/10.5539/elt.v12n4p39.

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EFL teachers working in Saudi Arabian universities are often from different social, cultural and academic backgrounds. The factors that affect their self-efficacy can vary from one teacher to another because of their different social and cultural associations. This research is carried out in the light of the existing literature to determine some of the factors and variables which may influence the level of EFL teachers’ self-efficacy who teach at the universities in Saudi Arabia. Some of the factors are related to the personal traits of the teachers such as competence, experience, flexibility, hard work, perseverance, motivation, attitude, self-efficacy, resourcefulness and how they see themselves as teachers; whereas others are associated with their cultural, social and academic background, the working environment of an organization, and the attitudes of learners. Teacher self-efficacy is prone to be affected either negatively or positively by all these factors.

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MBONGO, EMILIA, Andrew Möwes, and Charles Chata. "FACTORS IMPACTING THE IMPLEMENTATION GUIDANCE AND COUNSELLING SERVICES IN SECONDARY SCHOOLS IN THE OHANGWENA REGION OF NAMIBIA." International Journal for Innovation Education and Research 4, no. 5 (May 31, 2016): 11–25. http://dx.doi.org/10.31686/ijier.vol4.iss5.537.

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The study aimed to establish teacher counsellors’ views on the factors impacting the implementation of guidance and counselling services in the Ohangwena region of Namibia. The study was quantitative in nature and used a non experimental design that involved a survey. The population of the study comprised of teacher counsellors in all senior secondary schools in Ohangwena region. Data were collected using questionnaires which were administered to a sample of twenty six (26) teacher counsellors. Teacher counsellors were purposively sampled. The data was analysed by use of descriptive statistics using The Statistical Package for the Social Sciences (SPSS). Based on the findings of this study teacher counsellors viewed inadequate training, high teaching loads and time constraints, lack of support given to teacher counsellors and lack of resources and facilities as key factors impacting the successful implementation ofschool guidance and counselling. It was thus recommended that the training of teacher counsellors in school guidance and counselling be improved, reduced workload for teacher counsellors, better resources and facilities for guidance and counselling, and for teacher counsellors to be supported in order for guidance and counselling to be successfully implemented in schools.

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Fabelo, Corrie, Hua He, Foong‐Yen Lim, Carrie Atzinger, and Beatrix Wong. "Factors impacting surgical decision making between prenatal and postnatal repair for myelomeningocele." Prenatal Diagnosis 42, no. 1 (December 20, 2021): 27–36. http://dx.doi.org/10.1002/pd.6080.

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Yuexin, Duan. "Professional Development of Music Teacher in China: Practice and Challenges." Journal of Education, Teaching and Social Studies 3, no. 3 (October 27, 2021): p44. http://dx.doi.org/10.22158/jetss.v3n3p44.

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Since 2001, national basic education curriculum reforms have been instituting to meet the demands of quality-oriented education in China. Due to this nationwide reform proposed to cultivate students’ moral, intellectual, physical and aesthetic development, music education which is a vital component of aesthetic education has received considerable critical attention from Chinese government. In the last two decades, the argument of significance of teachers’ professional development (PD) in curriculum reform has led a growing trend towards practice aimed to promote PD of music teachers in China. This paper presents an analysis of challenges the music teacher PD practice has met. Based on the discussion, it must be suggested that policymakers, school principals, PD program providers should increase attention to the effectiveness of music teacher PD programs and take available measures. This paper contributes to ongoing discussions about factors to be considered in designing PD programs for music teachers in countries or societies under the influence of Confucian culture. Potential areas of further work include exploring the factors restricting the effectiveness of music teacher PD programs in China and the framework of high-quality PD program for music teachers in the context of Confucian culture.

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Mugisha, Patrick Yona. "Factors Impacting Kigali, Rwanda Pre-School Teachers' Attitude towards Teacher-Centred and Child-Centred Teaching Methods." Journal of Education and Teaching Methods 1, no. 1 (October 11, 2022): 1–13. http://dx.doi.org/10.58425/jetm.v1i1.46.

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Purpose: This study looked at the variables that affect pre-school teachers' perceptions of teacher- and child-centered instruction in Kigali. Methodology: This study used survey and observation research techniques in an ex post facto descriptive methodology. A questionnaire with three sections served as the primary tool. The data were analyzed using T-test and Spearman Rho Correlation Matrix. Findings: The findings showed that teacher-centered and child-centered teaching strategies are the two main approaches adopted by preschool instructors. The academic degree of the instructor has an impact on the teaching methods she chooses, with highly educated teachers favoring child-centered approaches to instruction. The findings also shown that teachers' attitudes shift from being teacher-centered to being child-centered as their ages increase. Conclusion: Less tax compliance is observed during trainings, which influences pre-school teachers' views on the shift from a teacher-centered to a child-centered teaching approach. Recommendation: It is obvious that appropriate techniques should be employed to raise kids who are curious, self-reliant, emotionally mature, and capable of making good decisions. At the preschool level, child-centered instruction is the suggested teaching strategy.

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West, Justin, Ann Marie Stanley, and Aina Appova. "Exogenous Shocks and Teachers’ Motivation to Learn: Pandemic and Professional Development in the United States." International Journal for Research in Education 46, no. 2 (February 21, 2022): 261–308. http://dx.doi.org/10.36771/ijre.46.2.22-pp261-308.

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Abstract In this article, we examine how the COVID-19 pandemic, an exogenous shock to the United States education system, shaped teachers’ readiness and willingness to engage in professional development (PD). We borrow the concept of exogenous shocks from economics and sociology to illustrate how education practice can be driven as much by factors outside the field (e.g., viral outbreaks) as by those within it (e.g., policy and scholarship). Using the four substantive domains in Appova and Arbaugh’s (2018) framework on teachers' motivation to learn in PD—teacher education and PD, educational psychology, andragogy and adult learning, and policy and accountability—we argue that teacher motivation, rather than mere PD structure or content, is the true linchpin of teacher learning. In that light, we describe some of the pandemic’s demotivational effects on teachers’ learning in the U.S. and offer a roadmap for scholars to center motivation in future PD research. We outline several pathways of inquiry, including a renewed focus on links between teacher motivation and PD effectiveness, the generation and application of new measures and models of teachers’ motivation to learn, and the use of PD as an instrument for teacher resilience and efficacy after an exogenous shock. Keywords: professional development, teacher learning, teacher motivation, COVID-19, pandemic

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Kic-Drgas, Joanna. "A jeśli uczeń wie więcej – trudna interakcja na zajęciach z języka specjalistycznego." Neofilolog, no. 49/2 (December 15, 2017): 207–16. http://dx.doi.org/10.14746/n.2017.49.2.04.

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Interaction between the learner and teacher in the context of Foreign Language for Specific Purposes (FLSP) is characteristic in that often the learner has greater specialist knowledge than the teacher for reasons of experience, or because they work professionally in the field. The purpose of this article is to define the factors impacting on this relationship and analyze possible difficulties for the teacher. The empirical part describes a pilot study with the aim of analyzing responses from eight FLSP teachers.

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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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Дисертації з теми "Factors impacting teacher PD"

Mayes, Garry W. "Factors Impacting the Accuracy of Self-report Perceptions of Expertise in Technology Integration." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc699870/.

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The focus of this study is to determine how closely self-report perceptions of technology integration skills align with the observations of an external evaluator. Participants were elementary and secondary teachers in a north Texas school district. The district is in the process of implementing a one-to-one initiative using a major vendor’s tablet devices. The study utilized both quantitative survey methodology, and a qualitative observational tool to record learning activities in the K-12 classroom. For the quantitative phase, three validated single-item self-report instruments were administered to the teachers via an online survey; the instruments utilized were the Concerns-Based Adoption Model—Levels of Use (CBAM-LoU); Stages of Adoption of Technology; and the Apple Classroom of Tomorrow (ACOT). In the qualitative portion of the study, classroom teachers involved in the one-to-one innovation were observed and rated by the Technology Integration Matrix, an instrument specifically designed to observe technology integration skills and practices in K-12 instructional settings. Kendall’s tau correlations between the various self-report instruments and the external observer rating are: CBAM, r = .51 (p is not significant); Stages, r = .58 (p < .05); ACOT, r = .82 (p < .01). Additionally, regression models were run using all three self-reports as predictors of the observation score, and using only the ACOT as a predictor. The regression model for the three-predictor model is TIM = .68; Stages - .82; CBAM + 1.61; ACOT - 1.23 (R2 = .94, p < .05), while the model for the ACOT-only predictor is TIM = 1.1; ACOT - 1.1 (R2 = .80, p < .01). These results demonstrate a strong correlation between the ratings reported by the teachers and the ratings given by the external observer, indicating that these self-report measures show a strong propensity for indicating actual technology skills.

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Weston, Tracie Amos. "Non-Pecuniary Factors Impacting the Retention of New Teachers at the Secondary Level in One Virginia School Division." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/51761.

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The purpose of this study was to measure the influence of teacher preparation experiences, collegial support, and principal support on new teachers' decisions to remain in the teaching profession. Quantitative research was conducted using data from an electronic survey to examine the impact the three predictor variables had on the likelihood of a new teacher remaining in the profession beyond five years. Research explored the precipitating theory based on scholarly literature, that teachers who are well prepared with practical experiences, and who feel supported and valued by their colleagues and principals, reflect the highest level of job satisfaction and potential to remain in the teaching profession. Five findings emerged from this study. Two findings indicated that collegial support and principal support, both had a statistically significant influence on new teacher retention. In addition, the study found that nearly 75% of new teachers showed some level of job satisfaction with the teaching profession. Participants in the survey included one hundred and eighty-four teachers with 0-5 years experience, representing teachers from 21 secondary schools within one school district. Participants were asked to respond to questions based on their personal experiences and feelings related to the teaching profession and their overall satisfaction level.
Ed. D.

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Farthing, Karen Ward. "Perceived Job Satisfaction Factors Impacting the Retention of Middle School Teachers in Northwest North Carolina." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etd/2225.

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The body of research related to teacher retention continues to grow but is limited concerning middle school teachers. The focus of this study was to examine the factors of job satisfaction for middle school teachers. A portion of the study compares teacher responses with Herzberg, Mausner, and Snyderman's 1959 study of motivation. Additional components of the study provide middle school teachers' feedback on their dispositions and recommendations to administrators and others for attracting and retaining quality middle school teachers. This qualitative study includes a review of related literature and includes a historical perspective of job satisfaction and a discussion of Herzberg's Two-Factor Motivation Theory. Teacher job satisfaction and dissatisfaction, along with current trends in teacher retention efforts, complete the review of literature. Data for the findings were obtained from a demographic survey and semi-structured interviews of current and former middle school teachers. The data were then analyzed to learn what factors encourage middle school teachers to remain in the classroom or to leave. Responses related to teacher dispositions were also analyzed. Findings of this study validate the research of Gawel (1997) based on Bellot and Tutor; salary was not found to be the highest motivator as in the Herzberg study. Instead, participants identified the work itself, their enjoyment of the early adolescent student, and their relationships with co-workers to be important areas of job satisfaction and what keeps them returning to their middle school classrooms. The personal dispositions identified by participants as necessary to being successful as a middle school teacher were a good sense of humor, a love of the age group, and being energetic, flexible, organized, enthusiastic, consistent, and firm. This study will be of interest to universities and colleges with teacher preparatory programs. It will be of interest, also, to school administrators, principals, and staff development directors in their attempts to attract and retain quality middle school teachers in their schools. In addition, the study should be of interest of boards of education, state legislators who fund education, and State Departments of Education.

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Hoang, Thi Thu Thuy. "The enablers and barriers to professional development for in-service teachers of English as a Foreign Language (EFL) in the Vietnamese higher education context." Thesis, 2020. http://hdl.handle.net/2440/126628.

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Teacher professional development (PD) has become increasingly important for teachers of English as a foreign language (EFL) in Vietnamese higher education. This is due to the implementation from 2008 of Language Project 2020, aiming to help students use a foreign language independently after graduation. Project 2020 views PD as essential to improve the quality of foreign language teaching. Since 2008, language teacher PD has received considerable attention from Vietnamese policymakers and language teachers including those in HE. However, factors influencing their participation, remain under-investigated. This qualitative case study has two primary objectives: to understand the current situation of PD for Vietnamese tertiary EFL teacher PD and to identify factors enabling and hindering their engagement in PD. Data sources are national and institutional documents, survey questionnaires for EFL teachers at a Vietnamese university (n=133), focus groups with EFL teachers (n = 35), and individual interviews with managers (n=4) at the same university. Cultural historical activity theory (CHAT) is used as an analytical framework to categorise factors impacting engagement in PD, while self-determination theory (SDT) is used as a tool to assist in the explanation of how those factors motivate or hinder teachers’ engagement. The findings reveal that all stakeholders―policy makers, managers and EFL teachers―acknowledge the significance of PD processes in improving foreign language teachers’ professional knowledge and skill, and the quality of their teaching. PD is seen as a political, cultural and educational phenomenon, with Language Project 2020 as a catalyst to significantly foster managers’ and EFL teachers’ awareness of the necessity for PD. Teachers’ engagement in PD activities is shown to be motivated by: the desire to become better teachers, career satisfaction, and Project 2020’s requirements for educational reform. Highlighted PD activities are those supporting teachers to learn and share their experience in groups, such as workshops, training programs, teacher study groups, teaching festivals, and informal sharing and collaborating with colleagues. It is apparent that the range of PD activities for EFL teachers in Vietnamese higher education is considerably influenced by the Vietnamese top-down leadership style and collectivist culture. All stakeholders consider the most enabling factors for PD as financial support; compulsory attendance; regulations for teacher evaluation and contract renewal; teachers’ personal motivation; and recognition and appreciation from colleagues, managers and students. Prominent inhibitors perceived by managers are inadequate financial support, and teacher-related factors (beliefs, poor awareness of PD, poor expertise, limited access to PD information or age hindrance), whereas the biggest deterrents perceived by EFL teachers are structural factors (work overload, inadequate financial support, and late issue of regulations). There are also differences between teachers’ goals in pursuing PD and managers’ intentions in planning for it. These findings highlight the significance of contextual factors in understanding teachers’ engagement in PD and the importance of addressing tensions between manager and teacher objectives and conflict between factors impacting teacher engagement in PD―notably between regulations for PD and teachers’ excessive workload―as well as payment policy and time constraints. Recommendations are proposed for taking such tensions into consideration when planning for and supporting PD in similar educational contexts.
Thesis (Ph.D.) -- University of Adelaide, School of Education, 2020

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Kerr, Rosemary. "Planning and practice: factors impacting on the development of initial education in Nepal, with special reference to English language teaching, 1950-1995." Thesis, 1999. https://vuir.vu.edu.au/15349/.

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This thesis sets out to examine the planning and practice of the goals for the development of initial education in Nepal between 1950 and 1995. Firstly the thesis sets out to explore the historical, religious and cultural background of the development of initial education in Nepal against which the modernization of Nepali education was attempted. The thesis elaborates on the profusion and confusion of educational aims of Nepali government planners and foreign aid workers, and the ways in which these plans impact on Nepali classroom practice and conditions, teacher training programs and the teaching of English as a foreign language.

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Частини книг з теми "Factors impacting teacher PD"

Jurasaite-O’Keefe, Elena. "Researching Informal Teacher Learning." In Individual, School, and National Factors Impacting Teachers' Workplace Learning, 24–32. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780367816605-5.

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Jurasaite-O’Keefe, Elena. "The Complexity of Teacher Learning." In Individual, School, and National Factors Impacting Teachers' Workplace Learning, 19–23. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780367816605-4.

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Jurasaite-O’Keefe, Elena. "Teacher Identities in a Culture That Is Relatively Stable versus a Culture That Has Undergone a Radical Change." In Individual, School, and National Factors Impacting Teachers' Workplace Learning, 223–33. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780367816605-24.

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Minor, Denise. "Factors Impacting Second Language Acquisition." In On Being a Language Teacher, 124–38. Yale University Press, 2014. http://dx.doi.org/10.12987/yale/9780300186895.003.0007.

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Minor, Denise. "7. Factors Impacting Second Language Acquisition." In On Being a Language Teacher, 124–40. Yale University Press, 2017. http://dx.doi.org/10.12987/9780300189582-010.

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Unger, Kelly L., and Monica W. Tracey. "Modeling Online Teaching and Learning to Pre- and In-Service Teachers through the use of the Web 2.0 Social Networking Tool NING." In Developing Technology-Rich Teacher Education Programs, 233–49. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-0014-0.ch016.

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The rise of the Internet and Web 2.0 tools for “anytime, anywhere” learning is impacting K-12 and teacher education programs. Many teacher education (TED) faculty and professional development (PD) providers are now encouraged or required at a minimum to incorporate an online learning component into courses. Not only are they teaching the required course content to pre- and in-service teachers in an online environment, but are also modeling the use of that environment to teachers who will ultimately be required to design, develop, and provide online instruction to their future students. The purpose of this chapter is to discuss: (1) transitioning instruction from face-to-face to an online learning environment, (2) examples of learning activities to implement with the Web 2.0 social networking tool NING, and (3) implications the NING has for those instructing pre- and in-service teachers.

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Seifert, Tami. "Customized Consultation to Enhance Teacher Educators' Techno-Pedagogical Skills." In Handbook of Research on Faculty Development for Digital Teaching and Learning, 99–118. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8476-6.ch006.

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Educational technology is an indispensable element of higher education teaching. Teacher educators need knowledge and skills to design and successfully implement technology-enhanced learning. However, research reveals that professional development programs have only a low impact on teacher educators' teaching practice. An evaluation framework evaluating professional development training programs was implemented. The model evaluates training impact over four levels: participant's satisfaction, learning, and application of what was learned and connection of the training results to organizational outcomes. Consultation meetings varying in length, offered by the ICT unit, assisted teacher educators to integrate technology according to their content, style, and needs. They could also participate in courses designed and implemented by colleagues, group meetings, workshops, and online synchronous and asynchronous consultation meetings. The college's educational vision and integration of the PD program into the teacher educator's teaching practice were important factors for success.

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Alisat, Laurie, and Veronika Bohac Clarke. "An Integral Analysis of Labeling, Inclusion, and the Impact of the K-12 School Experience on Gifted Boys." In Handbook of Research on Promoting Cross-Cultural Competence and Social Justice in Teacher Education, 355–81. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0897-7.ch019.

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Gifted learners are frequently marginalized in community classrooms, as they are placed in competition for special education support, with the students who struggle to meet the minimal curricular demands. In this chapter, we describe the practices of identifying and labelling gifted boys, from the perspective of gifted boys attending high school and from the perspectives of a school system. The case discussed is a large urban public school system, which endeavours to effectively identify gifted students and provide them with learner-centred learning environments. We use Wilber's (2000, 2006) Integral model as a conceptual framework to analyze the findings from an empirical study of gifted boys' school experiences (Alisat, 2013). These findings are also supported by our critical praxis, observing and conversing with gifted young people. The Integral Model is a useful framework for understanding the multiple factors impacting gifted students' daily experiences, engagement and achievement.

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Griffen, Karen D., and Aaron J. Griffen. "Sustaining Our Diminishing Teachers of Color in Urban and Suburban Schools." In Research Anthology on Racial Equity, Identity, and Privilege, 847–66. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-4507-5.ch045.

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This chapter emphasizes the importance of implementing culturally competent recruitment and retention practices, which suburban schools and systems can use to ensure that all students have a well-trained and high-quality teacher of color. Changes in teachers' expectations for student success and strategies in managing administrative and behavioral tasks are all required of all novice teachers. Methods of recruitment, strategies of organization management, and student demographics should be factors in supporting the approaches to implement culturally competent policy change, impacting the outcomes for teachers of color and the student's they serve. A positive organizational culture to include culturally responsive instructional leadership, adequate teacher salary, and critical professional development are determinants for sustaining high-quality teachers of color not only for students of color but for all learners. An emphasis on valuing the cultural identity of teachers of color in suburban schools will be emphasized as a preventative measure for the othering of teachers of color.

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Griffen, Karen D., and Aaron J. Griffen. "Sustaining Our Diminishing Teachers of Color in Urban and Suburban Schools." In African American Suburbanization and the Consequential Loss of Identity, 86–115. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7835-2.ch006.

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Тези доповідей конференцій з теми "Factors impacting teacher PD"

Silva, Manoela M. O. da, Patricia Smith Cavalcante, and Veronica Teichrieb. "Teacher Profile and Factors Impacting Teacher Technology Use: A Practical Investigation." In Simpósio Brasileiro de Informática na Educação. Sociedade Brasileira de Computação - SBC, 2022. http://dx.doi.org/10.5753/sbie.2022.225018.

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This work aims to understand teachers’ use of technology, their profiles, planning process and maturity of technology use. 15 teachers in different contexts were interviewed to understand what tools they are using, as well as why and how they were used. Data have shown that this use is still in the first stages of maturity. Teachers’ personal skills, experience with technology and circumstances at their workplace had an impact on this result.

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