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Добірка наукової літератури з теми "Professional Development of Teachers"

Автор: Grafiati

Опубліковано: 4 червня 2021

Оновлено: 20 лютого 2023

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Статті в журналах з теми "Professional Development of Teachers"

Zulfitri, Zulfitri. "Teacher Professional Development." JADEs : Journal of Academia in English Education 1, no. 1 (June 15, 2020): 1–18. http://dx.doi.org/10.32505/jades.v1i1.2680.

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Professionalism of teachers is often attributed to three factors are quite important, namely the competence of teachers, teacher certification and teacher professional allowance. The third factor is the background that was allegedly closely associated with the quality of education. Professional teachers as evidenced by its competence shall promote the establishment process and product performance which can support the quality of education. Competent teachers can be evidenced by the acquisition of teacher certification following an adequate allowance according to the size of Indonesia. Today, there are a number of teachers who have been certified, it will be certified, has gained professional allowance, and will acquire the professional allowance. The fact that the teachers have been certified is a strong assumption, that the teacher already has competence. The problem that arises then, that the teacher is assumed to have had the competence which is only based on the assumption that they have been certified; it seems in the long term it is difficult to be accountable academically. Evidence have been certified, the teacher is present condition, which is generally a quality teacher resources shortly after certification. Therefore, the certification is closely related to the learning process, the certification cannot be assumed to reflect the competence of a superior lifetime. Post- certification should be an early milestone for teachers to constantly improve competence by means of long-life learning. To facilitate the improvement of teacher competence, it is necessary that a competence is initiated in order to manage the development of teachers’ professionalism.

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Hwang, Hyuk, and Hyuk-Jun Moon. "Differences in Teacher Variables and Teacher's Efficacy according to the Professional Development and Work Environment Cluster Type Perceived by Infant Care Teacher." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 24 (December 31, 2022): 993–1009. http://dx.doi.org/10.22251/jlcci.2022.22.24.993.

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Objectives The purpose of this study was to investigate the difference of Child Care Teachers' Variable and teacher's efficacy by analyzing Professional Development and Work Environment Perceived by infant care teachers with cluster analysis. Methods The participants in the study were 351 childcare teachers in Seoul, Gyeonggi, Daejeon, and Busan province, cluster analysis using the sub-scales of professional development and work environmen was conducted. Then, the differences in Individual Variables of Day-Care Teachers were analyzed among sub-groups by using Chi-square analysis. also, the differences in Teacher's Efficacy were analyzed among sub-groups by using one-way ANOVA. Results First, there were four clusters according to infant care teacher’s professional development and work environment. Cluster 1 was named ‘Professional development and working environment low-group’, Cluster 2 was named ‘Working environment Centered group’, Cluster 3 was named ‘Professional development Centered group’, and Cluster 4 was named ‘Professional development and working environment high-group’. Second, as a result of examining the difference of Child Care Teacher Variable according to the type of professional development and work environment of infant care teachers, the Type of Child Care Center and age showed a significant difference according to the type of professional development and work environment. Third, as a result of examining the difference of teacher's efficacy according to the type of professional development and work environment of infant care teachers, the General efficacy, Personal Efficacy, teacher's efficacy showed a significant difference according to the type of professional development and work environment of infant care teacher. Conclusions The results of this study is meaningful in identifying characteristics of the professional development and the working environment of infant care teachers, and providing information that can suggest ways to actively influence teacher efficacy.

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Gathara, Peter Mugo. "Continuing Professional Development." Msingi Journal 1, no. 1 (February 8, 2019): 1–17. http://dx.doi.org/10.33886/mj.v1i1.91.

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The objective of this study was to explore and analyse provision of information to secondary school teachers’ in their endeavour to participate in Continuing Professional Development (CPD). In the current educational era, the trial and error teaching, and take it or leave it professional development programmes are no longer acceptable. In this respect, teacher training entails more than the mastery of certain practical knowledge, pedagogical skills, and techniques. Therefore, CPD plays an important role in teacher development geared towards classroom improvement. This paper highlights the need for secondary school teachers to be provided with information about CPD. This is significant in that CPD is hoped to provide a basis for teacher professional improvement discussion in Kirinyaga County. CPD will lead to constructive discussions by appropriate education experts in Kenya on vital professional development challenges that involve provision of information. Hopefully, CPD would stimulate educational research geared towards secondary school teacher improvement. The methodology used entailed a mixed method study design that involved analysis of macro and micro aspects using quantitative and qualitative techniques in the collection of data. A vertical case study method was used in sampling of twelve secondary schools in Kirinyaga County. The sampled schools were further subjected to a survey method where questionnaires were administered to teachers while six others were subjected to an in-depth case study involving teachers and principals. In the schools where case study was used, data was collected using in-depth interviews with principals and teachers. Teachers were further subjected to Focus Group Discussions (FGDs). The data collected was analysed qualitatively, though quantitative data was used for clarification where it was found necessary. The study found out that there is disparity on information provision from the different groups of people expected to provide critical information to teachers. Teachers need to be provided with information on CPD so that they can improve their professional status geared to classroom practices. The limitation of this study is that the findings could not be generalized to other schools and regions within the country without modification.

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Sharma, Payal, and Jagwinder Singh Pandher. "Teachers’ professional development through teachers’ professional activities." Journal of Workplace Learning 30, no. 8 (October 15, 2018): 613–25. http://dx.doi.org/10.1108/jwl-02-2018-0029.

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Purpose This study aims to identify various teachers’ professional activities (TPAs) and classify these TPAs according to their relative importance for the professional development of teachers. Design/methodology/approach The systematic review of the literature had been conducted to identify various TPAs in the institutions. Later, an empirical research had been conducted through confirmatory factor analysis using AMOS 20.0 to classify these TPAs according to their relative importance using the natural gap in standardized beta (β) values. In total, 96 administrators of 35 technical institutions of Punjab (India) offering engineering and management programs and 93 veteran educational experts had responded in a field survey. Findings The results of the study identified eight TPAs and further revealed that “regular self-assessment,” “adopting a creative problem-solving approach” and “developing deep commitment to make the difference” qualify among the “most important” activities for the professional enhancement of the faculty. Originality/value The study highlights different TPAs that they must establish, raise, promote, encourage and organize for their development. The study further classifies different activities according to their relative importance. The institute can evaluate their resources, budgets and efforts according to the relative importance of such activities. The classification of TPAs would help faculty to increase their efficacy.

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Carlson, Mary Alice, Ruth Heaton, and Molly Williams. "Translating Professional Development for Teachers Into Professional Development for Instructional Leaders." Mathematics Teacher Educator 6, no. 1 (September 2017): 27–39. http://dx.doi.org/10.5951/mathteaceduc.6.1.0027.

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In recent years, teacher noticing of children's mathematical thinking has emerged as an important and generative construct in mathematics education (Sherin, Jacobs, & Philipp, 2011). Less is known about ways instructional leaders notice teachers' learning. Between 2011 and 2015, we facilitated professional development (PD) in which coaches, principals, and teachers studied mathematics teaching and learning together. Our initial focus on teacher decision-making was inadequate in meeting instructional leaders' learning needs. We adapted the PD to focus instructional leaders' attention on the work of learning teaching. Analysis of leaders' discourse revealed shifts from noticing teacher characteristics to noticing dilemmas and decision-making within teaching and coaching. Findings suggest new roles for teacher educators and new forms of PD for instructional leaders.

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Can, Ertuğ. "Professional Development of Teachers: Obstacles and Suggestions." Journal of Qualitative Research in Education 7, no. 4 (October 25, 2019): 1–33. http://dx.doi.org/10.14689/issn.2148-2624.1.7c.4s.14m.

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Wang, Hanjiang. "A Path of Endogenous Teacher Professional Development—Perspective of Brentano’s Value Philosophy." Research and Advances in Education 2, no. 2 (February 2023): 34–38. http://dx.doi.org/10.56397/rae.2023.02.04.

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From the point of view of logic rationality, the traditional philosophy of rationality emphasizes the purpose and means of cognition, but rejects the meaning and practice of life, and its thought also profoundly affects the development of teachers. The requirement of teacher’s professional development under the modern educational concept highlights the teacher’s subjectivity and personality traits. Brentano’s value philosophy is a philosophy that respects the tradition of life practice. Its intentional theory, insight life meaning, and strong practical purport provides a new path of thinking dimension for clarify the value orientation of teacher professional development and break through the current situation of teachers’ professional development, which lead a path of “endogenous” teacher professional development that based on the construction of teachers’ personal knowledge from the teacher’s self-evident feelings and belief, and then from the teacher’s individual professional development to teacher’s collective professional development.

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Siddiqua, Aisha. "Classroom Observation as a Tool for Professional Development." World Journal of English Language 9, no. 1 (February 22, 2019): 49. http://dx.doi.org/10.5430/wjel.v9n1p49.

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The study indicates that classroom observation is potentially a useful tool for teachers’ professional development and works best when the personal capacity of a teacher, an observer, and school provide a base for the effective use and outcome for teachers.A brief summary of major findings and lessons learnt from the project, process, learning of teachers and my own learning is presented as follows;i) Teachers found the pre and post-observation sessions very useful for their professional development. These sessions also help the observer to understand the roots of the teacher's classroom problems.ii) Cyclical observations provide the courage and intellectual capacity to the teachers to turn their focus upon improved actions and they also developed their professional skills.iii) Teachers perceived my role as a helper, facilitator and a resource person who could provide suggestions and alternatives, where needed. I feel the need to further explore, how reflective conversations between a teacher and an observer affect individual teacher's attitudes and behaviour. This will highlight what needs to be done further to improve individual competencies. However, I feel that a co-teaching experience can also provide a valuable basis for collaborative inquiry. It might raise a range of interesting issues and questions for using reflective conversation in planning, teaching, and improving this strategy.

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Budiwati, Neti. "Development of Education and Training Models in Improving the Professionalism of Economic Teachers." International Journal Pedagogy of Social Studies 4, no. 1 (June 30, 2019): 98–102. http://dx.doi.org/10.17509/ijposs.v4i1.21496.

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The aim to develop models of education and training that are effective in improving teacher competencies. The research method uses non-experimental explanatory and R & D method. The research sample is a high school economic teacher in the Greater Bandung area. Data collection using a questionnaire. Based on the education and training model that was once followed by economic teachers, the results of the research showed that teachers of professional education and training are very helpful in improving teacher professionalism, the form of online learning is very difficult for teachers, especially those in remote areas. Therefore teachers strongly agree to use face-to-face patterns and material support in improving teacher professionalism. Besides that the teacher strongly agrees that the Teacher Professional Education and Training and the teacher learning program with online mentoring can improve literacy and teachers who support professionalism. Teachers state patterns of teacher certification through Professional Education and Training Teachers should focus on professional competence. This study can determine the alternative development of the Teacher's Professional Education and Training model in positions and models, namely Teacher Professional Education and Training using blended learning and Teacher Education and Training Model Based on needs.

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Ahmad, Hussain, Fatmawati Latada, Muhammad Nubli Wahab, Sayyed Rashid Shah, and Khushnoor Khan. "Shaping Professional Identity Through Professional Development: A Retrospective Study of TESOL Professionals." International Journal of English Linguistics 8, no. 6 (July 29, 2018): 37. http://dx.doi.org/10.5539/ijel.v8n6p37.

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In an educational milieu student learning outcomes are directly related to teacher professional identity (TPI) i.e. improvement in the TPI will bear a direct positive effect on the learners’ academic achievements. Current study focuses on the development of TPI of English as a Foreign Language Teacher at English Language Institute (ELI) of a Saudi Arabian university through an in-service Cambridge English Teachers (CET) Professional Development (PD) program (CET-PD). Five determinants of TPI - Knowledge of Teaching Context (KCT), Collegial Collaboration (CC), Teaching Practices (TPs), Teacher Self-Efficacy (TSE), and Teacher Agency (TA) were studied before and after the PD program. Retrospective pretest-posttest research design was employed for addressing the research question: whereas responses on the five determinants were elicited from 120 participants through a self-administered questionnaire before and after the CET-PD program. Due to non-normality of data, a non-parametric statistic test-Wilcoxon signed Rank test was employed to analyze the collected data using SPSS. Results of the study revealed that three determinants of TPI - KCT, TSE, and TPs exhibited larger differences; whereas, for CC the differences were moderate and for TA the differences were minimal. By and large, due to in-service CET- PD program TPI exhibited improvement. The results of the study will be beneficial for teacher trainers to focus more on the teachers’ awareness of the learners’ and institutional contextual knowledge in a culture embedded in conservative norms. This study is a part of the quantitative phase of an ongoing Ph.D. project which employs mixed method convergent design.

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Дисертації з теми "Professional Development of Teachers"

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.

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Thesis (D. Ed.)--University of Oregon, 2007.
Typescript. 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.

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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.

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Bishop, 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.

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Ellefson, Bryan A., and 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.

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This thesis is an interpretation of the meaning of a professional development project for six high school English teachers in a small, rural jurisdiction. The project design attempts to incorporate guidelines for effective professional development, especially in regard to the way in which authority influences the experience. This study is a case study from a naturalistic inquiry perspective using thnographic techniques. Further, the methodology is educative in the sense that the study was intended to change the situation studied. The analysis attempts to articulate the voices of various authorties in this professional development activity: the voice of leadership, the voice of the collective, the voice of external influences, and the voice of the individual participant. As a professional development activity, this studyindicates that, for the participating teachers, self-directed professional development created conditions conducive to change. Although the voices of professional development authority are incomplete and contradictory, this study provides a view of the landscape of teacher change and growth that is shaped by professional development guidelines concerning function, governance, cultural milieu, leadership, and reflection. These conclusions suggest ways for researchers, administrators, teacher leaders and teachers.to enhance professional development.
174 leaves ; 29 cm.

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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/.

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Gallant, Reinhold Justin. "Foundation phase teachers' continuous professional development." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1007898.

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This research was based on the question of how Foundation Phase teachers perceived and experienced their professional development. This study was done at a school in the Northern Areas of Nelson Mandela Bay, South Africa. The school is situated in a developing community that has a low socio-economic status characterised by infrastructural challenges. The school is newly established and started the year 2012 with mostly newly qualified teachers. In this study, the researcher wanted to know how the participants’ perceptions and experiences as teachers impact on their professional development. The review of relevant literature provided a conceptual framework for the study. This study explored the fact that a social constructivist theory is relevant for the professional development of foundation phase teachers. This theory is based on the fact that teachers construct their own knowledge and that more emphasis should be placed on theory within teachers’ practice. A qualitative research approach was suitable for this study. The data for the study was obtained by using photovoice and focus group interviews. The most important theme that emerged from the data collection was that the physical environment of the school and the surrounding area played a major role in how the teachers experienced their development. Other themes that emerged from the study were the need for educational resources, teacher collaboration and leadership. The findings show that more emphasis should be placed on the professional development of Foundation Phase teachers. Schools in poverty stricken areas of South Africa have an impact on how teachers experience their professional development. It has become clear that places of higher education need to consider the contexts in which schools are situated, especially in poverty stricken areas. Foundation Phase teachers are a vital part of education and as such the training of teachers in this phase should develop around whole-person learning within a life-long learning framework.

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Андрейко, Лариса Володимирівна, Лариса Владимировна Андрейко, and Larysa Volodymyrivna Andreiko. "Professional Development of English Language Teachers." Thesis, Севастополь: Рибэст, 2013. http://essuir.sumdu.edu.ua/handle/123456789/58865.

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Розглядаються такі аспекти професійного розвитку викладача англійської мови як володіння предметом, методикою та знання потреб студентів.
The 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.

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Trejo-Guzman, Nelly Paulina. "The teacher self construction of language teachers." Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/97914.

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The main purpose of this thesis is to deepen the current understanding of how the teacher self is constructed. Specifically, the study intends to integrate into this understanding the way in which language personal, professional, and student teacher identities inform this process. A special emphasis is placed on the role that language teachers’ life histories play on the construction of teacher selves. Narrative research constitutes the research design for this thesis project since I strongly believe that selves are narratively constructed through stories. This study is focused on the storied self (Chase, 2005) that is co-constructed between the researcher and narrator that reveals how personal, professional, and student teacher identities resist and interact with discursive environments in order to create and recreate a language teacher’s self. Life histories constitute the source of data collection in this study. This facilitated the construction of a broader understanding of how six language teachers’ personal, professional, and student teacher identities are shaped throughout a lifetime and the way these impact the formation of the teacher self. The results suggest that language teachers’ selves are in close relation to emotions. Language teachers negotiate their identities and emotions in order to make sense of the different sets of values that the social context presents to them. This in turn leads them to create/recreate their own teacher selves that serve as sources of agency that generates new sets of social/moral rules or stagnation that leads to the preservation of the current status quo. The thesis concludes by providing a series of suggestions tailored to the needs of the teaching context where this research took place with the purpose of fostering a continuous engagement with individual actors and socio-cultural factors that motivate transformation through reflection.

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Alshaikhi, H. "English Language teacher professional development in Saudi Arabia : teachers' perceptions." Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/35141.

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This study focuses its attention on language teachers’ professional development in the Kingdom of Saudi Arabia (KSA). It sets out to explore Saudi English as a foreign language (EFL) teachers’ perspectives, attitudes and experiences with regards to their teacher professional development (TPD). It focuses primarily on how teachers perceive the concept of TPD, how they develop professionally to meet the demands of their profession, how they evaluate institutional training provisions, their engagement with self-direct forms of TPD, factors affecting their engagement with TPD opportunities, and how they think TPD could be enhanced in the Saudi context. The study was mainly guided by the following overarching question: What are Saudi EFL teachers’ perceptions, attitudes, and experiences with regards to their TPD? A qualitative approach to data collection was used to achieve the intended goals of the study. Data was collected from 25 practicing Saudi EFL teachers (males and females) via semi-structured interviews, semi-structured reflective essays, and WhatsApp correspondence. The data was thematically analysed. Braun and Clarke’s (2006) model provided a general framework and a sense of direction throughout the process of data analysis. The study highlighted how Saudi EFL teachers understand the concept of TPD. Participants provided a range of definitions for TPD with ‘growth,’ ‘development,’ and ‘adaptation to change’ emerging as key themes underpinning their definitions. Their conceptualisations were mostly functional, context-specific, and focused more on the content of learning and the type of expected effect rather than on the activity itself. Results showed that teachers have a high preference for self-directed TPD for its context specificity and relevance to their immediate needs. Although the study’s participants considered institutional training as one of the main channels of their development that aligns their practices to their employers’ agendas, data showed that they were highly critical of the way it was managed and delivered to them. Data showed that TPD is not a straightforward process. Rather, it is a complex undertaking that is subject to a range of facilitating and inhibiting factors. A number of recommendations were provided by participants on how they think TPD should be managed, how teachers’ missions could be facilitated, and how their motivation could be enhanced.

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Wong, 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.

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Книги з теми "Professional Development of Teachers"

Krolak-Schwerdt, Sabine, Sabine Glock, and Matthias Böhmer, eds. Teachers’ Professional Development. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-536-6.

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Evaluating professional development. Thousand Oaks, Calif: Corwin Press, 2000.

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Frank, Banks, Mayes Ann Shelton 1953-, and Open University, eds. Early professional development for teachers. London: David Fulton, 2001.

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Lo, Yuen Yi. Professional Development of CLIL Teachers. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2425-7.

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Krille, Claudia. Teachers' Participation in Professional Development. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38844-7.

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Kaur, Berinderjeet, Oh Nam Kwon, and Yew Hoong Leong, eds. Professional Development of Mathematics Teachers. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-2598-3.

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Charalambos, Vrasidas, Glass Gene V. 1940-, and Center for the Application of Information Technologies., eds. Online professional development for teachers. Greenwich, Conn: Information Age Pub., 2004.

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Díaz-Maggioli, Gabriel. Teacher-centered professional development. Alexandria, Va: Association for Supervision and Curriculum Development, 2004.

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Brown, Bettina Lankard. Vocational teacher professional development. Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, College of Education, the Ohio State University, 2000.

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E, Fox Linda, ed. Quality teaching through professional development. Thousand Oaks, Calif: Corwin Press, 1996.

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Частини книг з теми "Professional Development of Teachers"

Chu, Samuel Kai Wah, Rebecca B. Reynolds, Nicole J. Tavares, Michele Notari, and Celina Wing Yi Lee. "Teachers’ Professional Development." In 21st Century Skills Development Through Inquiry-Based Learning, 109–29. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2481-8_6.

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Reeve, Johnmarshall, Richard M. Ryan, Sung Hyeon Cheon, Lennia Matos, and Haya Kaplan. "Teachers' professional development." In Supporting Students' Motivation, 218–26. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003091738-28.

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Cate, Ineke Pit-Ten, Sabine Krolak-Schwerdt, Sabine Glock, and Maria Markova. "Improving Teachers’ Judgments." In Teachers’ Professional Development, 45–61. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-536-6_4.

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Sale, Dennis. "Framing Professional Development Now." In Creative Teachers, 291–357. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3469-0_9.

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Krolak-Schwerdt, Sabine, Sabine Glock, and Matthias Böhmer. "Introduction." In Teachers’ Professional Development, 1–4. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-536-6_1.

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Südkamp, Anna, Johanna Kaiser, and Jens Möller. "Teachers’ Judgments of Students’ Academic Achievement." In Teachers’ Professional Development, 5–25. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-536-6_2.

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Artelt, Cordula, and Tobias Rausch. "Accuracy of Teacher Judgments." In Teachers’ Professional Development, 27–43. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-536-6_3.

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Trittel, Monika, Mara Gerich, and Bernhard Schmitz. "Training Prospective Teachers in Educational Diagnostics." In Teachers’ Professional Development, 63–78. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-536-6_5.

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Vermunt, Jan D. "Teacher Learning and Professional Development." In Teachers’ Professional Development, 79–95. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-536-6_6.

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Richter, Dirk, Mareike Kunter, Uta Klusmann, Oliver Lüdtke, and Jürgen Baumert. "Professional Development Across the Teaching Career." In Teachers’ Professional Development, 97–121. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-536-6_7.

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Тези доповідей конференцій з теми "Professional Development of Teachers"

Popescu, Delia-Mioara, Anca-Elena Aviana (Bojan), and Liviu Halip. "The Importance of Information Technology in the Activity and Professional Development of Teachers." In G.I.D.T.P. 2019 - Globalization, Innovation and Development, Trends and Prospects 2019. LUMEN Publishing, 2022. http://dx.doi.org/10.18662/lumproc/gidtp2022/17.

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The use of information technology in the activity and professional development by the teachers represents an extinguished necessity of the current stage. The new technologies come to the aid of the teacher, in the exercise of his profession. Using them makes the teacher's work more efficient, it helps him save time and space in making the necessary documents for carrying out, in good conditions, the activity. The development of information technologies has boosted the professional training of teachers for the use of TIC tools. Traditional teaching methods are not replaced by technology, but this can improve both the course material and the relationship between students and the teacher. Educational institutions must take advantage of the opportunities offered by technology and create programs, special software to offer the student an interactive, rich and varied learning experience. Technology is everywhere around us, and this must determine us, those responsible for the educational act in schools, to change the way students assimilate information during class hours.

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Muzafarova, Taisia. "Planning Teachers’ Professional Development." In 12th International Scientific Conference Rural Environment. Education. Personality. (REEP). Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2019. http://dx.doi.org/10.22616/reep.2019.036.

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DAUKILAS, Sigitas, and Rita KEIBIENĖ. "FRAMEWORK OF VOCATIONAL SCHOOL AND UNIVERSITY OF APPLIED SCIENCES TEACHER ACTIVITIES: MOTIVATIONAL FACTORS, PROFESSIONAL ROLES AND APPLICATION OF EDUCATIONAL TECHNOLOGIES IN CORRELATION WITH PERSONALITY TRAITS." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.238.

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The relevance of this research is based on the standpoint of the epistemological methodology focusing on the quality of the profession cognition. Therefore, it is presumed that the quality of vocational education is determined by the variable personality traits of teachers (extraversion, openness towards experience and innovation, consciousness, agreeableness, neuroticism). The research object of the current study is the correlation between the personality traits of university of applied sciences teachers and vocational teachers and the curriculum components. The research aims at identifying the correlation between the motives of vocational school and university of applied sciences teacher activities, educational technologies they use, professional roles and their personality traits, as well as identifying the essential differences of the mentioned variables. The quantitative and qualitative research strategies were employed allowing the researchers to perceive and assess the parameters of the correlation between the professional identity of teachers, meaningfulness in pedagogical work, motivation and educational content. The research results revealed that the social, extrinsic, introjected and identified regulation motivation in vocational schools and universities of applied sciences vary considerably; in universities of applied sciences social and identified regulation motivations manifest themselves, whereas in vocational schools a lot of demotivating factors related to the problems of vocational student identity, career prestige of a vocational teacher and external motivation, are observed. The role of vocational school and university of applied sciences teachers in the didactic process also varies: university of applied sciences lecturers identify themselves in the position of the teacher-andragogue, whereas vocational school teachers see their role as a professional (expert). Moreover, the principles of social constructivism in pedagogy and andragogy are more effective among university of applied sciences lecturers, while vocational school teachers often have to rely on the behaviouristic principles of pedagogy for educational assessment and the enhancement of student motivation.

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Kołodziejczyk, Joanna, and Roksana Ulatowska. "TEACHERS AND THEIR PROFESSIONAL DEVELOPMENT." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1781.

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Zenkova, Daria Mikhailovna. "English language teachers' professional development." In International Scientific and Practical Conference. TSNS Interaktiv Plus, 2018. http://dx.doi.org/10.21661/r-469042.

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Maksimović, Jelena, Jelena Osmanović Zajić, and Milica Dimitrijević. "Professional Development of Teachers in the Context of Modern Education." In 7th International Scientific Conference ERAZ - Knowledge Based Sustainable Development. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2021. http://dx.doi.org/10.31410/eraz.2021.263.

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Professional development of teachers is a current issue today. Professional development and professional training of teachers are defined as changing and upgrading themselves and their work, in accordance with their own needs, the needs of science and profession, all in the direction of achieving a certain goal and achieving the most efficient results in work. The paper discusses the role of pedagogues in the professional development of teachers. The cognitive goal of the research is aimed at examining: teachers’ attitudes about the role of pedagogues in their professional development, the most common forms of professional development of teachers in the field of education, professional development, cooperation between pedagogues and teachers, as well as potential obstacles in this important area of professional development. In the theoretical study of this problem, we used the method of theoretical analysis and descriptive method, while for data collection we used the scaling technique with the Likert-type rating scale (SPUSN), whose reliability was examined with stress parameters as metric characteristics. 123 teachers in the territory of the Republic of Serbia participated in the research. The findings were considered in relation to the work experience of teachers and the education cycle, p <,> 0.05.

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Kaulēns, Oskars, and Reinis Upenieks. "Understanding of Teachers and Healthcare Professionals about their Professional Development." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.64.

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Changes in technology use and globalization are leading to significant changes in the structure of the labor market, emphasizing the need for labor market participants to learn continuously and acquire new knowledge and skills in order to adapt to a rapidly changing work environment. Economists point to the risks posed by technological development, such as the reduction of low-skilled jobs as a result of digitalization and automation processes. Although professionals working with people, such as healthcare professionals and teachers, are less exposed to the risk of automation, they are still increasingly unstable as technology and artificial intelligence compete with human experts. This means that medical and education staff will also need more targeted, regular and labor market-oriented professional development in order to remain competitive and demonstrate demand-driven performance. In line with changes in the quality standards of professional performance for healthcare professionals and teachers, changes are also taking place in how the professional development of these groups is implemented. In addition to formal development activities such as courses and seminars, the need to accept the impact of informal learning is emphasized, not only expanding the aims and content of professional development activities but also offering new learning formats. The aim of the qualitative research conducted by the authors is to study the understanding of teachers and healthcare professionals about their professional development by analyzing their answers regarding their professional development. The focus of the study has been chosen to test the assumption that healthcare professionals and teachers view their continuing education more in the context of formal training, with less emphasis on professional development through informal learning. Within the framework of the research, a survey of random respondents within the said target groups has been conducted and the answers of the respondents have been analyzed, with attention paid to the aspects of formal and informal learning. The article presents the results of the content analysis, highlighting the most important trends of study results and the problematic aspects related to the improvement of the quality of professional development.

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Taikumanova, Mahabbat, and Elmirа Uteubayeva. "ACMEORIENTED DEVELOPMENT OF TEACHERS IN THE INTEGRATED EDUCATIONAL SPACE." In Modern pedagogical technologies in foreign language education: trends, transformations, vectors of development. ACCESS Press, 2021. http://dx.doi.org/10.46656/proceeding.2021.foreign.language(31).

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In this article, the problems of the teacher's professional development, as well as the pedagogical conditions of the acmeoriented mentoring within educational institutions are being examined. The characteristics of mentoring, the features of the integrated educational space of pedagogical education in the training of teachers also had been presented here. Nowadays, the need for mentoring is quite urgent to an extent that a modern teacher must be able to instantly 'react' to the ongoing changes within the educational system. A proper 'response' to such metamorphoses in the institutional environment is required such that it's encompassing alterations of the educational program's content, the introduction of brand-new teaching methods and technologies. Mentoring is organically combining acmeorinted professional development, its personalization, and guarantees a holistic approach to each teacher. It's believed by us that mentoring allows us to expand applied professional skills and competencies. The following paper represents a general experience of the educational mentoring process, in particular, considering the use of mentoring in the advancement of acting teachers' qualifications. An important role plays an innovative project of advanced training courses, "Pro-teaching", established collectively with Karaganda Buketov University and aimed at developing new training programs.

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Todoruț, Gelu. "An Inquiry In Teachers Professional Development." In ERD 2017 - Education, Reflection, Development, Fourth Edition. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.06.57.

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Besbes, Riadh, and Seifeddine Besbes. "Cognitive Dashboard for Teachers Professional Development." In Qatar Foundation Annual Research Conference Proceedings. Hamad bin Khalifa University Press (HBKU Press), 2016. http://dx.doi.org/10.5339/qfarc.2016.ictpp2984.

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Звіти організацій з теми "Professional Development of Teachers"

Campbell, Carol. Teachers Teaching Teachers: A Sustainable and Inexpensive Professional Development Program to Improve Instruction. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2071.

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Arif, Sirojuddin, Rezanti Putri Pramana, Niken Rarasati, and Destina Wahyu Winarti. Nurturing Learning Culture among Teachers: Demand-Driven Teacher Professional Development and the Development of Teacher Learning Culture in Jakarta, Indonesia. Research on Improving Systems of Education (RISE), November 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/117.

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Despite the growing attention to the importance of learning culture among teachers in enhancing teaching quality, we lack systematic knowledge about how to build such a culture. Can demand-driven teacher professional development (TPD) enhance learning culture among teachers? To answer the question, we assess the implementation of the TPD reform in Jakarta, Indonesia. The province has a prolonged history of a top-down TPD system. The top-down system, where teachers can only participate in training based on assignment, has detached TPD activities from school ecosystems. Principals and teachers have no autonomy to initiate TPD activities based on the need to improve learning outcomes in their schools. This study observes changes in individual teachers related to TPD activities triggered by the reform. However, the magnitude of the changes varies depending on teachers’ skills, motivation, and leadership style. The study suggests that shifting a TPD system from top-down to bottom-up requires differentiated assistance catered to the school leaders’ and teachers’ capabilities.

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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.

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Darling-Hammond, Linda, Maria Hyler, and Madelyn Gardner. Effective Teacher Professional Development. Learning Policy Institute, June 2017. http://dx.doi.org/10.54300/122.311.

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Andrew Post-Zwicker and Nicholas R. Guilbert. 'Plasma Camp': A Different Approach to Professional Development for Physics Teachers. Office of Scientific and Technical Information (OSTI), December 1998. http://dx.doi.org/10.2172/2383.

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Webb, Donna. Engineering Professional Development: Elementary Teachers' Self-efficacy and Sources of Self-efficacy. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2334.

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Alifia, Ulfah, Rezanti Putri Pramana, and Shintia Revina. A Policy Lens on Becoming a Teacher: A Longitudinal Diary Study of Novice Teacher Professional Identity Formation in Indonesia. Research on Improving Systems of Education (RISE), May 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/096.

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The early years of a teacher’s career are crucial to the formation of their professional identity—a complex process of reconciling their personal attributes with the demands of the profession. This study explores the identity formation of novice teachers in Indonesia and seeks to identify the various aspects that shape this process. Specifically, we examine how Indonesia’s current teacher policy landscape affects novice teachers’ perspectives on teaching and their profession. Through a longitudinal bimonthly diary study conducted over two years, we find that the novice teachers’ stories about their identity development revolve around five themes: initial motivation to enter the profession, beliefs about teaching and the teaching profession, satisfaction with working conditions, perceptions about major challenges during the early years, and commitment to the teaching profession and career aspiration. Our findings show that individual teachers’ personal attributes do influence the formation of their identities as teachers, but teacher policies and working conditions influence this process to a greater extent. Without support, novice teachers struggle to navigate the tension between their ideals, limited resources, and inconsistent teacher policies. These findings suggest it is necessary to redefine what it means to be a teacher by characterising the observable qualities of good teaching, linking them to student learning, and rectifying teacher policies in the Indonesian education system to be coherent with these characteristics.

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Cavedon, Carolina. The Power of Reflective Professional Development in Changing Elementary School Teachers' Instructional Practices. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2074.

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Heisinger, Dolores. Factors That Motivate Washington State Teachers to Participate in Professional Growth and Development. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6637.

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Álvarez Marinelli, Horacio, Samuel Berlinski, Matías Busso, and Julián Martínez Correa. Improving Early Literacy through Teacher Professional Development: Experimental Evidence from Colombia. Inter-American Development Bank, October 2022. http://dx.doi.org/10.18235/0004514.

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Teachers are the most fundamental input of students' learning. For this reason, developing teaching skills is a policy priority for most governments around the world. We experimentally evaluate the effectiveness of "Let's All Learn to Read," a one-year professional development program that trained and coached teachers throughout the school year and provided them and their students with structured materials. Following a year of instruction by the trained teachers, students' literacy scores in treated schools grew by 0.386 of a standard deviation compared to students in the control group. These gains persisted through the second and third grades. We also show that an early intervention in rst grade is more cost-effective at improving literacy skills than implementing remediation strategies in third grade.

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