Relevant bibliographies by topics / Continuing Education for Teacher

Contents

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

Academic literature on the topic 'Continuing Education for Teacher'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Continuing Education for Teacher"

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S. Banumathi, S. Banumathi, and Dr Kalyani Kenneth. "Need of Continuing Professional Development in Teacher Education." Indian Journal of Applied Research 3, no. 8 (2011): 182–84. http://dx.doi.org/10.15373/2249555x/aug2013/61.

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Huy Thọ, Vương. "Continuing education in vocational teacher training." Journal of Science, Educational Science 60, no. 8D (2015): 138–44. http://dx.doi.org/10.18173/2354-1075.2015-0265.

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Beach, Dennis. "Continuing Problems of Teacher Education Reform." Scandinavian Journal of Educational Research 44, no. 3 (2000): 275–91. http://dx.doi.org/10.1080/713696675.

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Afanasyev, Vladimir Vasilievich, and Michael Vasilevich Novikov. "Regional model of continuing teacher education." Moscow University Pedagogical Education Bulletin, no. 1 (March 30, 2010): 70–79. http://dx.doi.org/10.51314/2073-2635-2008-1-70-79.

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Vieira, Marili M. da Silva, and Benedito Guimarães Aguiar Neto. "Peer Instruction: Continuing Teacher Education in Higher Education." Procedia - Social and Behavioral Sciences 217 (February 2016): 249–56. http://dx.doi.org/10.1016/j.sbspro.2016.02.078.

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Santoro, Ninetta, Jo-Anne Reid, Diane Mayer, and Michael Singh. "Teacher knowledge: continuing professional learning." Asia-Pacific Journal of Teacher Education 41, no. 2 (2013): 123–25. http://dx.doi.org/10.1080/1359866x.2013.777326.

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Oliveira Costa, Felipe Augusto, and Ivan Luiz Marques Ricarte. "Knowledge Translation to support continuing teacher education." International Journal for Innovation Education and Research 7, no. 5 (2019): 12–31. http://dx.doi.org/10.31686/ijier.vol7.iss5.1457.

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Nowadays teachers face many challenges in maintaining a continuous and high-class professional update in contemporary education. Faced with the need for greater qualification, teachers require not only sound and based training for their pedagogical activities, but resources that allow to reconcile the acquisition of knowledge in the dynamic routine of the classroom. The purpose of this article is to present the extent to which the process of Knowledge Translation (KT) can improve the continued training of teachers in the exact area. It is suggested that the improvement of these professionals c
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Gołębieska-Wesołowska, Agnieszka. "THE IMPORTANCE OF TEACHERS’ CONTINUING EDUCATIONWITH USE OF MULTIMEDIA EDUCATION." International Journal of New Economics and Social Sciences 8, no. 2 (2018): 291–300. http://dx.doi.org/10.5604/01.3001.0012.9963.

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The aim of the article is to describe the impact and significance of not only self-education of teachers, but also continuous training on teacher’s comprehensive development in the entire digital space (including multimedia) which he deals with not only in his professional work. Participation in continuous training in the era of infor-mation society is the only way to successfully adapt man to the changes resulting from the progress of civilization. The wealth of organizational forms of teacher education makes education a good accessible to all, regardless of age, level of education or materia
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Zhara, Hanna. "COMPETENCE-ORIENTED FORMATION OF TEACHERS' INDIVIDUAL HEALTH PRESERVATION IN THE SYSTEM OF CONTINUING PEDAGOGICAL EDUCATION." Innovative Solution in Modern Science 8, no. 44 (2021): 36. http://dx.doi.org/10.26886/2414-634x.8(44)2020.4.

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The requirements for up-to-date professional training of teachers provide for the formation of competencies that are close to the teacher's individual health preservation competence and are formed simultaneously with its components.The purpose of the article is to reveal the competence aspects of the formation of teachers' individual health preservation in the system of continuing pedagogical education.The consistency of the components of the individual health preservation competence with the competencies defined in the draft standard of teacher training is theoretically substantiated. The pec
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Greene, Myrna L., and Renate Schulz. "Interpreting Teacher Practice: Two Continuing Studies." Canadian Journal of Education / Revue canadienne de l'éducation 23, no. 1 (1998): 117. http://dx.doi.org/10.2307/1585972.

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Dissertations / Theses on the topic "Continuing Education for Teacher"

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Gikandi, Joyce Wangui. "Online Formative Assessment in Higher Education: Enhancing Continuing Teacher Education in E-Learning." Thesis, University of Canterbury. School of Literacies and Arts in Education, 2012. http://hdl.handle.net/10092/7477.

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Assessment is a key aspect within teaching and learning processes in higher education (Torrance, 2007). Formative assessment may be viewed simply as constructive feedback to support learning or more holistically as ongoing assessment based on sustained engagement in learning activities within a supportive social context that expand teachable moments to scaffold learning. Online education now pervades higher education worldwide but effective ways to incorporate formative assessment within online settings is not well understood. Previous research in online postgraduate courses designed for teach
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May, T. H. "Teacher decision making in further education." Thesis, University of Stirling, 2000. http://hdl.handle.net/1893/12133.

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Teachers' decision making is a crucial element in the quality of delivery of teaching and learning and, therefore, of educational outcomes in the form of student performance. There is, however, a dearth of relevant studies in this area, especially in the F. E. sector. This study sets out to investigate the practice of teachers' decision making in the substantive context of the Further Education sector in Scotland. The investigation adopted two main approaches: firstly, an interpretive approach,in which qualitative and quantitative methods were combined to collect and analyse data by the protoc
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Tyson, Deonte Rashawn. "How school leaders prioritize and allocate resources to improve teacher quality through teacher professional development| A multiple case study in suburban North Carolina." Thesis, The University of North Carolina at Charlotte, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10641479.

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<p> This multiple case study examined the methods by which school leaders determined and planned teacher professional development, as well as what teachers perceived as their professional development needs and how they believe school leaders take those needs into account. The study took place at two suburban elementary schools (1 traditional public, 1 public charter) in the Charlotte Metro area. The analysis of qualitative data provided by school leader interviews revealed the process by which school leaders determined professional development for teachers in their respective schools. Descript
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Wermke, Wieland. "Development and Autonomy : Conceptualising teachers’ continuing professional development in different national contexts." Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-86705.

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This thesis investigates teachers’ perceptions of continuing professional development (CPD) in Germany and Sweden with a questionnaire study comprising a total of 711 mainly lower secondary teachers. Three conceptual terms are elaborated and explained. Teachers act in a CPD marketplace that is constituted by several sources of knowledge which offer opportunities for teachers’ development. How teachers act in the marketplace is a key part of their CPD culture. The study reveals similarities in the two cases regarding the importance of colleagues as well as informal development activities, but t
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Wright, Colleen Louise. "Examining the Barriers to the Continuing Education of Early Childhood Teacher Assistants." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3648.

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The Improving Head Start for School Readiness Act of 2007 required teacher assistants (TAs) to obtain their child development associate (CDA) credential by September of 2015. TAs who had not obtained their CDA within the required timeframe were either demoted or terminated from their positions. However, with the increase of working parents, the need for quality early childhood education has risen. In this project study, the barriers TAs confront in regards to their decision to continue their schooling to obtain a CDA credential were examined, as were the factors that deterred or prevented them
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Hockaday, Lisa Marie. "Teacher Perceptions of their Common Core Professional Development." Thesis, Piedmont College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3729969.

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<p> Over several decades, school reform efforts have been mounted in order to improve student learning and to prepare students for a global community. In 2010, governors from the fifty states met and supported the establishment of national standards, the Common Core State Standards, to prepare students for college and careers. Georgia adopted the Common Core State Standards, and as with any new curriculum adoption, professional development is usually provided. During the 2011&ndash;2012 school year, school systems across Georgia provided various professional development opportunities for teach
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Sheehe, Kay Roche. "Investigating teacher perceptions of professional development and student achievement in rural Maryland." Thesis, Frostburg State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10140420.

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<p> This dissertation addresses 12 questions related to an overall investigation designed to determine if there is a relationship between teacher perceptions of professional development and student achievement in rural Maryland. During an era of federal, state, and local education reform, lessons learned could help dramatically redesign professional development for the future. &ldquo;Pedagogical Content Knowledge&rdquo; (PCK) coined in 1986 by Lee Shulman, a past president of the Carnegie Foundation for the Advancement of Teaching, and the 1995 book written by Stephen Brookfield <i>Becoming a
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Yeung, Po-shan, and 楊寶山. "Attitudes of teacher-librarians in secondary schools of Hong Kong towards professional development." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960583.

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Barnes, Johanna S. "Teachers' continuation of action research elements after conducting studies during a Master's program." Thesis, University of South Dakota, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3589862.

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<p> Teachers are critical to student learning in the classroom, and just like students, teachers perform better when they are able to make choices based on what is relevant to them. Action research is a way for teachers to systematically inquire and reflect to make necessary improvements in practice for student learning. This study involved teachers who had conducted action research as a component of their Master's in Curriculum and Instruction program at one Midwest college. It examined teachers' perceived lasting benefits of conducting action research, the elements they continue to implement
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Hahs, Brinkley Catherine. "Teacher Education in Central Equatoria, South Sudan." Thesis, Walden University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10025734.

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<p> Without education, many South Sudanese will continue living in poverty. There are numerous factors that limit their educational opportunities including tribal warfare, colonialism, missionary malpractice, civil wars, a high illiteracy rate, low government funding, and threats of war. These factors have left a substantial deficiency in available training for teachers. The purpose of this study was to determine the pedagogical needs of the teachers of South Sudan. Within a conceptual framework of participatory action research, this qualitative study examined educators&rsquo; view of the effe
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Books on the topic "Continuing Education for Teacher"

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The professional teacher in further education. Critical Publishing, 2014.

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Schulz, Renate. Interpreting teacher practice: Two continuing stories. Teachers College Press, 1997.

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Continuing your professional development in lifelong learning. Continuum International Pub. Group, 2009.

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Wolf, Howard Robert. The continuing education of a teacher: The role of self in higher education. Academic Foundation, 1992.

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Dempsey, Ruth. An alternative approach to teacher education: Preparing teachers for excellence in the facilitation of lifelong learning. Faculty of Education, University of Ottawa, 1989.

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Dempsey, Ruth. An alternative approach to teacher education: Preparing teachers for excellence in the facilitation of lifelong learning. Faculty of Education, University of Ottawa, 1988.

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Pennell, Vicki. Information literacy: An advocacy kit for teacher-librarians. Association for Teacher-Librarianship in Canada, 1997.

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Milken, Lowell. A matter of quality: A strategy for assuring the high caliber of America's teachers. Milken Family Foundation, 2000.

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Teacher development: Induction, renewal, and redirection. Falmer Press, 1987.

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Towards a theory and practice of teacher cultural politics: Continuing the postmodern debate. Ablex, 1992.

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Book chapters on the topic "Continuing Education for Teacher"

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Filipenko, Margot, Jo-Anne Naslund, and Lori Prodan. "Continuing Challenges and Resistance." In Problem-Based Learning in Teacher Education. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-02003-7_14.

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Li, Yongjian, and Fred Dervin. "Finnish Initial Teacher Education and CPD." In Continuing Professional Development of Teachers in Finland. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95795-1_3.

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Marshall, Patricia L. "The Continuing Multicultural Education of a Black Teacher Educator." In Visioning Multicultural Education. Routledge, 2020. http://dx.doi.org/10.4324/9781003095644-4.

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Lee, Gordon, Wilfred W. Fong, and Jennifer Gordon. "Blended Learning: The View Is Different from Student, Teacher, or Institution Perspective." In Hybrid Learning and Continuing Education. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-39750-9_33.

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Nielsen, Birgitte Lund. "A QUEST for Sustainable Continuing Professional Development." In A Companion to Research in Teacher Education. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4075-7_21.

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Padwad, Amol, and Krishna Dixit. "Exploring Continuing Professional Development: English Teachers’ Clubs in Central India." In Experiences of Second Language Teacher Education. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137316257_8.

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Barnes, Yvonne, and Yvette Solomon. "Empowering Teachers as Learners: Continuing Professional Learning Programmes as Sites for Critical Development in Pedagogical Practice." In Workplace Learning in Teacher Education. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7826-9_8.

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Li, Yongjian, and Fred Dervin. "Paratexts to CPD: Decision Making, Leadership, Teacher Education and Project Work." In Continuing Professional Development of Teachers in Finland. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95795-1_7.

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Li, Yongjian, and Fred Dervin. "Introduction: Contextualizing Teacher Continuing Professional Development in the ‘Miracle’ of Finnish Education." In Continuing Professional Development of Teachers in Finland. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95795-1_1.

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Hayes, David. "Continuing professional development/continuous professional learning for English language teachers." In The Routledge Handbook of English Language Teacher Education. Routledge, 2019. http://dx.doi.org/10.4324/9781315659824-12.

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Conference papers on the topic "Continuing Education for Teacher"

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Faritovich, Gabdulkhakov Valerian. "Strategies Of Continuing Psycho-Pedagogical Education." In 3rd International Forum on Teacher Education. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.02.23.

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Franco, Amanda R., and Rui Marques Vieira. "Promoting critical thinking in higher education in the context of teacher professional development." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9077.

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Critical thinking is profusely recognized as a key-skill for today's higher education students, who are simultaneously future employees/employers and forever local-global citizens. Yet, critical thinking must be deliberately, explicitly, and systematically promoted if it is expected to arise and expand. Such a promotion may be stimulated by teachers through the application of strategies that are oriented to critical thinking. Alas, recurrent evidence shows that teachers themselves need teacher professional development on how to do so, seeing that, as a rule, teacher education does not address
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Magro de Santana Braga, Carolina, and Fabiana Maris Versuti. "Neuroscience and inclusive education: a teacher training program." In 2nd International Neuropsychological Summer School named after A. R. Luria “The World After the Pandemic: Challenges and Prospects for Neuroscience”. Ural University Press, 2020. http://dx.doi.org/10.15826/b978-5-7996-3073-7.5.

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Inclusion is a relevant public policy for education. Nonetheless, the evaluation of its effectiveness still needs further investigation. The existing research literature shows the importance of teachers as a vital agent in this process. In the context of continuing teacher education, the theme of inclusion is often left outside of scholarly attention. This study aims to outline teacher training for inclusive education, especially regarding the inclusion of students with neurodevelopmental disorders. The survey covered 50 kindergarten and elementary private school teachers. Following the interv
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Shushara, Tatyana Viktorovna. "Continuing Education Road Map Of A Modern Teacher." In AmurCon 2020: International Scientific Conference. European Publisher, 2021. http://dx.doi.org/10.15405/epsbs.2021.06.03.120.

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Kamalova, Lera, Elvira Sabirova, and V. Sadovaya. "Mentorship Model "Educator-Student-Pupil" in the System of Continuing Education of Kazan Federal University." In IFTE 2019 - V International Forum on Teacher Education. Pensoft Publishers, 2019. http://dx.doi.org/10.3897/ap.1.e0277.

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Polyakova, Oksana. "School Teachers’ Continuing Professional Development And Their Engagement In Research." In IFTE 2018 - 4th International Forum on Teacher Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.09.96.

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Yusupova, Nadia, and Galina N. Skudareva. "Quality Accordingly PISA: from Math Teachers’ Continuing Education to Students’ Mathematical Literacy." In IFTE 2020 - VI International Forum on Teacher Education. Pensoft Publishers, 2020. http://dx.doi.org/10.3897/ap.2.e2817.

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Volfson, S. I., N. A. Okhotina, T. V. Makarov, O. A. Kuznetsova, and S. Mohr. "New forms of continuing education teacher profile processing of polymers." In 2013 International Conference on Interactive Collaborative Learning (ICL). IEEE, 2013. http://dx.doi.org/10.1109/icl.2013.6644704.

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Antonova, Larisa V., Tatiyana V. Burzalova, and Ruslan L. Kostin. "Some issues of continuing education of mathematics and informatics teacher." In Eurasian paradigm of Russia: values, ideas and experience. Buryat State University Publishing Department, 2015. http://dx.doi.org/10.18101/978-5-9793-0814-2-254-256.

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Nie, Shaohua. "Discussion on the Ecological Concern of Preschool Teacher Continuing Education." In International Conference on Education, Management and Computing Technology (ICEMCT-15). Atlantis Press, 2015. http://dx.doi.org/10.2991/icemct-15.2015.258.

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Reports on the topic "Continuing Education for Teacher"

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Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Developmentin a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsgrisewp_2020/054.

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Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB prog
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Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Development in a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/054.

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Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB prog
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Amstutz, Richard D., Timothy R. Williams, and Michael C. Chisick. Dental Continuing Education Preference Survey. Defense Technical Information Center, 1992. http://dx.doi.org/10.21236/ada253812.

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Byrd, H., and R. Jennings. Retraining Institute in Teacher Education. Office of Scientific and Technical Information (OSTI), 1992. http://dx.doi.org/10.2172/7234176.

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Timme, Mary. Social work continuing education needs assessment study. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2109.

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Sheldrake, Danielle. A Comparative Study of Administrator and Special Education Teacher Perceptions of Special Education Teacher Attrition and Retention. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1498.

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

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Blimpo, Moussa P., and Todd Pugatch. Entrepreneurship Education and Teacher Training in Rwanda. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/052.

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Byrd, H. B., and R. Jennings. Retraining Institute in Teacher Education. Final report. Office of Scientific and Technical Information (OSTI), 1992. http://dx.doi.org/10.2172/10167997.

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Robinson, Natasha Robinson, and Nick Taylor Taylor. Secondary Education in Sub-Saharan Africa Teacher Education and Support - Market Scan. Mastercard Foundation, 2019. http://dx.doi.org/10.15868/socialsector.36807.

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