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Journal articles on the topic 'Continuing education of teachers'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

Lima Cangirana de Jesus, Dináurea, and Márcio Wendel Santana Coêlho. "CONTINUING EDUCATION OF MATHEMATICS TEACHERS." Revista Gênero e Interdisciplinaridade 3, no. 05 (2022): 372–85. http://dx.doi.org/10.51249/gei.v3i05.978.

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The investigations about continuing education in the school environment highlight the importance of appreciating the work of the teaching professional. Based on this assumption, this article is a text whose objective is to show the contribution and importance of continuing education for teaching practice. Seen in this way, the need for specific training in the area of mathematics is one of the reasons why teachers feel the need for this qualification, since it enables a better performance of pedagogical work, and, consequently, a quality teaching, contemplating the student with a mathematics

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2

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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Bilač, Sanja, and Dejana Tavas. "TEACHERS’ (DIS)SATISFACTION WITH CONTINUING EDUCATION." Metodički obzori/Methodological Horizons 6, no. 1 (2011): 21–35. http://dx.doi.org/10.32728/mo.06.1.2011.02.

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Muxammadjonovich, Qodirov Maxmudjon. "THE IMPORTANCE OF CONTINUING EDUCATION IN TRAINING HIGHLY QUALIFIED TECHNOLOGICAL EDUCATION TEACHERS." Frontline Social Sciences and History Journal 03, no. 05 (2023): 76–86. http://dx.doi.org/10.37547/social-fsshj-03-05-11.

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5

LINCA, Sofia. "Continuous training policies of general education teachers." Acta et commentationes: Științe ale Educației 34, no. 4 (2023): 83–86. http://dx.doi.org/10.36120/2587-3636.v34i4.83-86.

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This article defines the concepts of "education", "continuing education", "continuing pedagogical education". The structure of continuing pedagogical education is considered. General pedagogic and private pedagogic conditions were established for the training of teachers' professional training.

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6

Xiao, Fuming. "Physical Education Teachers’ Commitment and Behavior Towards Continuing Education." Journal of Education and Educational Research 7, no. 3 (2024): 122–25. http://dx.doi.org/10.54097/51cpzj81.

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This study analyses the commitment and behaviour of physical education teachers to continuing education around six dimensions, including pedagogical training, with the aim of developing an action plan based on the commitment of physical education teachers to continuing education and the profession in the areas of pedagogical training, sport-specific certification, adapted physical education, and technological integration. This study used quantitative research methods to explore the commitment to continuing education and professional action plans of these teachers. The results of the study reve

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Rosa, Alcemir Horácio, and Daniel Nascimento-e-Silva. "Continuing education of teachers for inclusive education: necessary actions." Review of Research 11, no. 7 (2022): 1–6. https://doi.org/10.5281/zenodo.10119005.

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Education is a collective social process and a right guaranteed to ali people. And for it to be effective, adequate training of professionals is necessary. ln recent years inclusive education has been gaining ground in debates; in particular, around the continuing education of teachers to provide a more inclusive education. ln this way, the present work aimed to analyze the foundations of inclusive education and the way in which continuing education can help in this process. The main documents that support the inclusion were raised, and then a rejlection on continuing education was developed.

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Plastinina, Nina A., Svetlana Yu Bogdanova, and Irina V. Dimova. "Edutech in continuing education." Bulletin of Nizhnevartovsk State University 59, no. 3 (2022): 111–21. http://dx.doi.org/10.36906/2311-4444/22-3/10.

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With the increase in implanting the information and computing technologies (ICT) into learning and continuing education during the last two decades and shifting to distant educational technologies (DET), it has become obvious that there is a vital need for school and university teachers to upgrade and develop their e-learning and e-teaching skills consistently. Since integrating technology into classroom, online or offline, has already become both a global tendency and a crucial change in the quality, form and methodology of education, there appeared an urgent importance for appropriate digita

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Merzlikina, Irina V., Svetlana A. Oborotova, Lyudmila N. Sayutina, and Alexander A. Oborotov. "Continuing Education as a Teachers' Professional Culture Component." ARPHA Proceedings 3 (November 25, 2020): 1613–28. https://doi.org/10.3897/ap.2.e1613.

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The relevance of the research problem of modern approaches to forming and development of the teacher's professional culture in the conditions of informatization and digitalization of the educational environment is caused by the necessity of continuing education and raising its quality.In this connection, the present paper is directed to the study of the potential of modern ICT as a resource of the teachers' professional development in the process of their continuing education.The leading method in this problem study is the method of generalization of domestic and foreign researches results in

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Karalis, Thanassis, Evangelia Mantadaki, and Dionissia Lemioti. "Lifelong Learning and continuing education: Opinions of teachers and student teachers of preschool education in Greece." JOURNAL OF ADVANCES IN HUMANITIES 2, no. 2 (2014): 97–100. http://dx.doi.org/10.24297/jah.v2i2.421.

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In the following article we are going to present the findings of a qualitative research that uses semi-structured interviews for data collection. This specific research aims to look into the views of pre-school teachers (Pre-school Education) and student teachers (students of the Department of Educational Sciences and Early Childhood Education) on the content and importance of lifelong learning and continuing education. At the same time the research compares the views of these two groups as regards lifelong learning and continuing education based on how these terms are coined in relevant liter

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11

Oliver, Bernard. "Teacher and School Characteristics: Their Relationship to the Inservice Needs of Teachers." Journal of Teaching in Physical Education 7, no. 1 (1987): 38–45. http://dx.doi.org/10.1123/jtpe.7.1.38.

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Once teachers enter the world of teaching, their opportunities to find continuing education become diffuse and often problematic. Despite the significance placed on continuing education by school districts, inservice and staff development activities are largely understudied in the research community. Accordingly, the purpose of this study was to investigate teachers’ inservice preferences and the relationship of these preferences to selected teacher and school characteristics. A 25-item questionnaire was administered to 85 secondary physical education teachers to assess their preferences for i

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Ryu, Young Seun, and Kyoung Ran Kong. "Influencing the Needs for Continuing Education of School Health Teachers." Korean Society of Nursing Research 7, no. 4 (2023): 147–57. http://dx.doi.org/10.34089/jknr.2023.7.4.147.

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Purpose : This study endeavors to investigate the factors influencing the needs for continuing education of school health teachers. Methods : Data were collected through questionnairs distribute to 150 school health teachers working at elementary, middle, and high schools in U-city from May 1 to June 30, 2020, and were analyzed using the SPSS 22.0 program. Results : The difficulty of job performance averaged 4.06 on a scale of 5, with the perception of continuing education was 10.04 out of 15, satisfaction with continuing education at 3.83 out of 5, and needs for continuing education was 4.46

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Green, Andrew. "Teachers’ Continuing Professional Development and Higher Education." Changing English 17, no. 2 (2010): 215–27. http://dx.doi.org/10.1080/13586841003787415.

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Mkrtichian, O. А., and Zhenyu Zhou. "PEDAGOGICAL CONTINUING EDUCATION OF MUSICAL ART TEACHERS IN THE PR CHINA." Bulletin of the T.H. Shevchenko National University "Chernihiv Colehium" 1, no. 157 (2019): 117–21. https://doi.org/10.5281/zenodo.2622454.

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This paper highlights the algorithms for continuing education of music art teachers in the PRC. Also, attention is paid to the difference in the use of the terms "teacher of music» and "teacher of music art", which are used in the terminology of the People's Republic of China. The peculiarity of continuing education of music art teachers in the People's Republic of China is their perception as civil servants, and it regulates the peculiarities of passing qualification courses for a given category of teachers, as well as the content of the courses. The state underta

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Yampol, Yurii. "Continuing education of teachers as a condition for improving the quality of education in institutions of general secondary education." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2023, no. 2 (143) (2023): 47–52. http://dx.doi.org/10.24195/2617-6688-2023-2-6.

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The article analyses the professional development of teachers in terms of practical significance. The model of managing the process of professional development of teachers in an educational organisation aimed at improving the management of the quality of education in general secondary education institutions is theoretically substantiated. The works and researches of domestic scientists in the field of development of teachers’ professional competence are studied and their influence on the development and formation of quality management in educational institutions is analysed. It is established

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Chen, Jie, Han Sheng, Xinyu Zhu, and Ming Sun. "Research on the Innovative Path of Teaching Mode of Urban Management Major in Higher Education Continuing Education." Occupation and Professional Education 1, no. 5 (2024): 65–70. http://dx.doi.org/10.62381/o242511.

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At present, there are a series of challenges in the construction of urban management courses in continuing education in colleges and universities. The main reasons are the deviation of the orientation of universities and colleges, the lack of teachers’ understanding of the necessity of continuing education curriculum teaching, the need for innovation in teaching methods, the significant defects and deficiencies in the current teaching evaluation system, and the lack of initiative of continuing education students in curriculum learning. Therefore, this study starts with the adjustment of the po

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17

Li, Juming. "Research on the problems and Countermeasures of teachers' Continuing Education from the perspective of educational informatization." BCP Social Sciences & Humanities 20 (October 18, 2022): 104–8. http://dx.doi.org/10.54691/bcpssh.v20i.2167.

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Teachers' continuing education is an important link in the development and training of teachers' professional talents in China. Under the background of the COVID-19 epidemic, the wave of educational informatization has provided more opportunities and challenges for teachers' continuing education. This study compares the current situation of teachers' continuing education in China and proposes targeted countermeasures for problems in three areas: training design, training content and form, and training management and evaluation.

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Koch, Silviane, and Vidica Bianchi. "Continuing Education and Curriculum: Complementary Dimensions of Education." Revista de Gestão Social e Ambiental 18, no. 2 (2024): e07837. http://dx.doi.org/10.24857/rgsa.v18n2-186.

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Objective: This study aimed to carry out an investigative review, under the State of Knowledge model, which addresses the curriculum in continuing education in order to look for evidence that continuing education improves/reframes/refutes the conception of curriculum. Theoretical Framework: The incessant search for quality education seems to be the keynote of the ongoing training available to teachers with the most varied themes and formats. Continuing professional improvement and critical reflection on pedagogical practice, as well as the need to review the simplistic view of teaching activit

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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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Glenn, Allen D. "Technology and the continuing education of classroom teachers." Peabody Journal of Education 72, no. 1 (1997): 122–28. http://dx.doi.org/10.1207/s15327930pje7201_6.

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21

Silva, Wanderson Mateus Bispo da, Maurício dos Santos Araújo, and Sebastiana Ceci Sousa. "Formação continuada e prática profissional docente A percepção de professores da rede estadual do município de Buriti Bravo, Maranhão, Brasil." Somma: Revista Cientifica do Instituto Federal de Educação Ciência e Tecnologia do Piauí 4, no. 1 (2018): 25–36. http://dx.doi.org/10.51361/somma.v4i1.110.

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This article refers to the continuing education and pedagogical practice of public school teachers. Therefore, this study aimed to know the perception of teachers in a public school on the contributions of continuing education to teaching practice. This is a qualitative research, where data were collected through a questionnaire containing open questions to 05 (five) teachers working at the state school C.E.S.C.G. in the municipality of Buriti Bravo-MA. The results show that teachers consider continuing education to be important for professional performance, bringing improvements to their prac

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22

Portilho, Evelise Maria Labatut, and Giovanna Beatriz Kalva Medina. "Metacognition as Methodology for Continuing Education of Teachers." Creative Education 07, no. 01 (2016): 1–12. http://dx.doi.org/10.4236/ce.2016.71001.

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23

Macera, Irene Marina. "A Survey of Teachers' Thoughts on Continuing Education." Educación y Educadores 15, no. 3 (2012): 513–31. http://dx.doi.org/10.5294/edu.2012.15.3.10.

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24

Stankiewicz, Mary Ann. "Advocacy, Resources, Teachers: Continuing Challenges for Art Education." Journal of Art & Design Education 16, no. 3 (1997): 257–61. http://dx.doi.org/10.1111/1468-5949.00083.

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Bossolan, Nelma Regina Segnini, Aparecido Rodrigues da Silva, and Leila Maria Beltramini. "Continuing education in structural biology for science teachers." Procedia - Social and Behavioral Sciences 2, no. 2 (2010): 3145–49. http://dx.doi.org/10.1016/j.sbspro.2010.03.479.

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26

de Vries, Siebrich, Wim J. C. M. van de Grift, and Ellen P. W. A. Jansen. "Teachers’ beliefs and continuing professional development." Journal of Educational Administration 51, no. 2 (2013): 213–31. http://dx.doi.org/10.1108/09578231311304715.

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27

Lewis, Jenny, and Georgina Day. "Continuing Professional Development for teachers." Journal of Biological Education 38, no. 3 (2004): 144. http://dx.doi.org/10.1080/00219266.2004.9655925.

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Manfredo, Elizabeth Cardoso Gerhardt, and Natália Monteiro Do Rosário. "A study on scientific literacy in the training and practice of teachers in the early years of elementary school." ACTIO: Docência em Ciências 6, no. 1 (2021): 1. http://dx.doi.org/10.3895/actio.v6n1.12664.

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This research aimed to investigate approaches to scientific literacy in the initial and continuing education of teachers and its manifestation in the practice of teachers in the early years of elementary school. The methodology consisted of a survey of works defended between 2014 and 2018 published in the catalog of theses and dissertations on Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) and on Biblioteca Digital de Teses e Dissertações (BDTD). Thesis/dissertation were collected, selected, and organized in accordance with specific research criteria. Five monographs were

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Alhassan, Eliasu, Susan Libanus, Thaddeus Arkum Aasoglenang, and Thaddeus Arkum Aasoglenang. "Examining Professional Training and Continuing Education of Teachers in the Junior High Schools of the Upper West Region of Ghana." Journal of Education and Practice 7, no. 5 (2023): 1–28. http://dx.doi.org/10.47941/jep.1427.

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Purpose: Policy document on continuing education and training of teachers after entering the workforce emphasizes that teachers are expected to partake in their career professional training. However, the Ministry of Education (2018), explained that the policy implementation challenges make the policy only good on paper and, make it appear ineffective in Ghana. The study examined the avenues for continuing education, the determinant variables, and the outcomes of continuing education in the region. Methodology: Survey Design, qualitative and quantitative approaches, and Multi-Stage Cluste

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Garbin, Mônica Cristina, Marta Fernandes Garcia, Sergio Ferreira do Amaral, Dirceu da Silva, and Ricardo Rodrigues de Abreu. "Teachers Perception on Collaborative Learning Processes: Experiencing Continuing Teacher Education in Brazil." Procedia - Social and Behavioral Sciences 191 (June 2015): 2231–35. http://dx.doi.org/10.1016/j.sbspro.2015.04.431.

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Wang, Yutao. "Continuing Professional Development for Physical Education Teachers in China: Basis for Teaching Enhancement Program." International Journal of Education and Humanities 12, no. 2 (2024): 264–73. http://dx.doi.org/10.54097/kc5d4h53.

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In pursuit of life-long learning, the teaching profession requires continuing education for institutional promotion, salary increase, and administrative position. Supportive academic institutions increase their teacher’s professional learning in the 21st century to increase their students’ further education and work as well. China consistently invested in their teachers’ professional development but empirical evidence on these programs’ effectivity is limited. Specifically, there is a demand for more quality professional development (PD) opportunities for PE teachers focused on the following r

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Efimkina, A. "CONTINUING EDUCATION OF TEACHERS THROUGH INTER-SCHOOL MODELS OF SELF-EDUCATION." East European Scientific Journal 4, no. 12(76) (2022): 29–31. http://dx.doi.org/10.31618/essa.2782-1994.2021.4.76.224.

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Thanks to various federal projects and initiatives, innovative approaches to the design and implementation of continuing education programmes for teachers have emerged. Lifelong learning models are innovative. The proposed inter-school model of teacher self-study is individual-networked, it corresponds to the trends of modern education, contributes to the formation and development of professional competence of teachers in accordance with modern requirements.

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Ramos Toledo Ferreira, Priscila, and Márcia Regina do Nascimento Sambugari. "A FORMAÇÃO CONTINUADA PARA A APROPRIAÇÃO DAS TECNOLOGIAS DE INFORMAÇÃO E COMUNICAÇÃO NA PRÁTICA DE PROFESSORAS ALFABETIZADORAS: LIMITES E PERSPECTIVAS." COLLOQUIUM HUMANARUM 17, no. 1 (2020): 369–84. http://dx.doi.org/10.5747/ch.2020.v17.h489.

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The article address part of the results of the research that investigated the continuing education for the appropriation toinformation and communication technologies (ICTs) in teaching practice of literacy’ teachers.With qualitative approach, the study hadthe participation of four teaching teachers from two municipal schools of Corumbá, Mato Grosso do Sul through interview with semi-structured script. To add information, the teachers responsible for technologies class from those schools as well as the coordination of the Technology Center of Corumbá (TCC), they were also interviewed. The resul

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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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Anosova, Anastasiia, Oleksandra Drachuk, Olena Semenog, Tetiana Vaidych, Nataliia Leshchenko, and Liliia Ruskulis. "Current trends in training in continuing education: theoretical principles." LAPLAGE EM REVISTA 7, no. 3C (2021): 506–11. http://dx.doi.org/10.24115/s2446-6220202173c1653p.506-511.

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The article supports the theoretical-methodological provisions that allow a systematic and comprehensive study of the postgraduate pedagogical training of teachers. The essence and characteristics of postgraduate pedagogical training for teachers from various training institutions were defined, providing professional and pedagogical training for this category of pedagogical staff; regularities, principles and conditions were developed for the implementation of promising directions for the development of the postgraduate pedagogical training system for teachers of different profiles; ifdevelope

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Dendasck, Carla Viana, Euzébio de Oliveira, Amanda Alves Fecury, and Claudio Alberto Gellis de Mattos Dias. "Continuing education: indications for distance learning of biological sciences in elementary and secondary education." Núcleo do Conhecimento 06, no. 08 (2021): 171–86. https://doi.org/10.32749/nucleodoconhecimento.com.br/education/biological-sciences.

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Although discussions about the possibility of online education in elementary and high school in Brazil have entered the wake of the theoretical debate, there is still great resistance. However, the pandemic context brought no alternatives, leading thousands of students to social isolation for more than a year. This context caused elementary and high school teachers to adapt to new technologies, thus demonstrating the need to prepare to work in remote learning teaching. The guide question of this material was: How can life science teachers prepare and what basic tools should they know to prepar

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Luz Neto, Daniel Rodrigues Silva, and Lineu Aparecido Paz e. Silva. "A ESCOLA COMO LUGAR DE FORMAÇÃO CONTINUADA DO PROFESSOR DE GEOGRAFIA." Revista de Ensino de Geografia 10, no. 18 (2019): 100–113. https://doi.org/10.14393/reg-v10-2019-76770.

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The existing actions in the politics of continuous formation occur in a disconnected way, the courses in many cases do not have continuity and when it changes of government many courses are extinct. Faced with this, there is a need to build the conception that teacher education can also consider the school as a central place, requiring the cooperative involvement of the principals, coordinators and teachers. These actions, although not the panacea, but undoubtedly, we believe that they can contribute in the elaboration of possibilities for the teachers of Geography in facing the numerous situa

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Maher, Anthony John, and Hayley Fitzgerald. "Initial teacher education and continuing professional development: the perspectives of special school physical education teachers." Curriculum Studies in Health and Physical Education 11, no. 1 (2019): 18–33. http://dx.doi.org/10.1080/25742981.2019.1696687.

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Zhang, Lawrence Jun. "Curriculum Innovation in Language Teacher Education: Reflections on the PGDELT Program’s Contributions to EFL Teachers’ Continuing Professional Development." Chinese Journal of Applied Linguistics 44, no. 4 (2021): 435–50. http://dx.doi.org/10.1515/cjal-2021-0028.

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Abstract Initial teacher preparation and teachers’ continuing professional development are two significant pillars of the teacher education enterprise. The former encompasses a wide range of teacher-education initiatives at the levels of diploma, bachelor’s degree, postgraduate diploma, and even master’s degree for teacher licensure purposes. These are widely documented in the literature. What is important is how teacher professional development contributes to bolstering the teacher-educator force, which is relatively insufficiently documented due to the very fact that different educational sy

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Figueiredo, Marcia Camilo, Zenaide de Fátima Dante Correia Rocha, and Alessandra Dutra. "CTSA approach in education: opportunities and challenges in continuing education teachers." HOLOS 2 (April 20, 2016): 373. http://dx.doi.org/10.15628/holos.2016.3522.

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Batista, Cláudio Osvaldo Rodrigues, Gracemira de Sousa Siqueira, João Paulo Dias Viana, and Milvio da Silva Ribeiro. "FORMAÇÃO CONTINUADA PARA DOCENTES NA EDUCAÇÃO INCLUSIVA." Revista ft 29, no. 148 (2025): 38–39. https://doi.org/10.69849/revistaft/ar10202507040938.

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This paper addresses the continuing education of teachers in the context of inclusive education. The objective is to analyze the role of continuing teacher education considering the focus on inclusive education in the school environment. For the theoretical debates, we highlight: Mantoan (2015), Torres (2001), Almeida (2006), Nóvoa (1992), Aranha (2000), in addition to public education policy documents, which mention the continuing education of teachers, specifically addressing the process of inclusive education; the theoretical concepts and experiences allow us to reflect on the importance of

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Mughani, Paja Sampulna Mughani Paja. "Continuing Professional Development (CPD) Engagement and Teaching Competencies among Physical Education Teachers." International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE) 1, no. 5 (2024): 371–78. https://doi.org/10.5281/zenodo.11275575.

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Abstract: The continuing professional development (CPD) of teacher educators, specifically Physical Education Teachers, has received more attention over the past two decades. Reportedly, in some cases, teacher educators (TEs) have transitioned directly to teaching in higher education (HE) from being school teachers. This is the current position in my research context, the Continuing Professional Development (CPD) Engagement and Teaching Competencies Among Physical Education Teachers. My study aims to determine the Continuing Professional Development engagement and its relationship to teaching

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Santos, Shirley da Silva, and Ecleide Cunico Furlanetto. "A FORMAÇÃO CONTINUADA DO(A) PROFESSOR(A) DE CRECHE NA REDE MUNICIPAL DE ENSINO DE SÃO PAULO." COLLOQUIUM HUMANARUM 21, no. 1 (2024): 1–15. https://doi.org/10.5747/ch.2024.v20.h588.

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The objective of this text is to understand how the Municipal Education Network of São Paulo structures the continuing education of daycare teachers who work in educational institutions directly managed by the Municipal Department of Education. For this, a documentary research was carried out based on the legislation of the Municipal Secretariat of São Paulo and the publications of the Municipal Education Network of São Paulo. These documents were placed in dialogue with authors who discuss continuing education. It was possible to observe that the city of São Paulo has tried to advance in guar

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Mary, Ann P. Mantos, L. Anor Nenette, B. Binoya Marsan, et al. "Teachers' Continuing Professional Development Based on the Philippine Professional Standards for Teachers." International Journal of Social Science and Human Research 08, no. 05 (2025): 2865–71. https://doi.org/10.5281/zenodo.15369270.

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In a changing and developing educational system, working diligently and carrying on the role of a teacher becomes undaunting and unsettling without the standards and norms. Standards of teaching and learning have become a need to provide effective strategies for 21st-century learners. In this way, teachers ascertain the provision of quality education which is the fourth goal of Education for Sustainable Development (UNESCO, 2017). As to the public schools, the Philippine Professional Standard for Teachers (PPST) was adopted and implemented by the Department of Education which was categorized i

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Ferreira, Andrea Tereza Brito, Eliana Borges Correia de Albuquerque, and Erica Windler. "Continuing education programs for literacy teachers: concepts and practices." Ensaio: Avaliação e Políticas Públicas em Educação 25, no. 96 (2017): 609–31. http://dx.doi.org/10.1590/s0104-40362017002501107.

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Abstract The present article analyses the proposals of continuing training for literacy teachers in two counties of Recife Metropolitan Area, in order to understand the language conceptions and training that justify such practices. Our research illuminates huge differences between training practices in the two cities. In Camaragibe, the training program sought to incorporate teachers experiences, recognizing that language education is a comprehensive social practice. In Jaboatão, the training process focused on the use of educational materials developed by the program that included specific in

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Njenga, Moses. "Continuing professional development of vocational teachers in Kenya: Motivations, practices and teacher profiles." International Journal of Educational Research Open 5 (December 2023): 100282. http://dx.doi.org/10.1016/j.ijedro.2023.100282.

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Lemes Nogueira, Adrinelly, and Lúcia Helena Medeiros. "O PAPEL DO MUNICÍPIO NA FORMAÇÃO CONTINUADA DE PROFESSORES DO ENSINO FUNDAMENTAL I." COLLOQUIUM HUMANARUM 15, no. 3 (2018): 54–65. http://dx.doi.org/10.5747/ch.2018.v15.n3.h373.

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This article proposes to discuss the role of the municipality in the ongoing formation of teachers in service under the bias of the teachers who work in public schools in the Triângulo Mineiro. In order to deepen the studies on the subject we use authors such as Shiroma, Libâneo, Freire, among others. From the theoretical-methodological point of view, we base ourselves on Minayo when affirming that, by making a reflection on thedialogue between hermeneutics (understanding) and dialectic (critical), the principles for the operationalization of the method of interpretation of meanings are brough

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Alves, Aureliano Oliveira, Ivoneide Pinheiro de Lima, and Joselma Ferreira Lima e. Silva. "Research knowledge and meaningful learning: a journey through Teacher education." Revista Tempos e Espaços em Educação 14, no. 33 (2021): e16278. http://dx.doi.org/10.20952/revtee.v14i33.16278.

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The article brings discussions about the knowledge of research in the continuing education of teachers of Mathematics for Meaningful Learning. This is a literature review that raised the following question for the construction of the State of the Question: what has already been produced academically about the contributions of research practice to the development of meaningful learning, considering the pedagogical practice of the Mathematics teacher at 6th year, in his/her continuing education? This aimed to map what exists of scientific production on Research Knowledge in the continuing educat

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Rosenfeld, Melodie. "Continuing language teacher education: L2 experienced teachers engage in the craft of creative writing." Journal of Language Teaching 4, no. 2 (2024): 12–26. http://dx.doi.org/10.54475/jlt.2024.007.

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Written self-expression in a foreign or second language (L2) is highly important for the 21st century yet the most difficult and underdeveloped of the four language skills. A promising direction to ensure L2 teacher motivation and writing skills is for them to experience the process of developing their own expressive writing. Experienced L2 teachers, many non-native English-speaking teachers (NNESTS) worldwide, often lack opportunities and motivation to improve their own L2 expressive writing. This exploratory study investigated the professional development (PD) of 15 experienced L2 teachers i

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Kosobaeva, Bakdolot, and Sezim Abduldaeva. "THE PROBLEM OF CONTINUING EDUCATION IS IN THE PEDAGOGICAL RESEARCH." Alatoo Academic Studies 22, no. 2 (2022): 79–85. http://dx.doi.org/10.17015/aas.2022.222.10.

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Professional development of teachers is important in improving education at secondary schools of the Kyrgyz Republic. The system of continuing education needs to be improved to bring the teachers to a professional level. To this end, an attempt was made to explain to teachers the history of the formation and improvement system of continuing education through the study of L.P. Kibardina`s works and others in the above-mentioned article. L.P. Kibardina's work is aimed at highlighting and justifying the didactic basis for the timely training of teachers, and their professional development. It wil

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