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Dissertations / Theses on the topic 'Professional activity of teachers'

Author: Grafiati

Published: 7 June 2025

Last updated: 2 August 2025

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1

O'Sullivan, Rachel Ann Sarah. "Establishing sustainable school-based teacher research activity as a mechanism to support teachers' career-long professional development." Thesis, Manchester Metropolitan University, 2017. http://e-space.mmu.ac.uk/619931/.

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Upon election, the coalition government in England (2010 – 2015) were swift to introduce reforms intent on improving standards of education in England. Central to the reforms were measures designed to improve the quality of both teaching and teachers, factors widely recognised as lying at the heart of educational improvement. A national network of Teaching Schools was announced, outstanding schools that would lead and develop career long teacher development. The work of all Teaching Schools would be underpinned by six core strands of professional development including a requirement to engage i

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2

Spencer, Trina Lorraine. "Cooperating teaching as a professional development activity." W&M ScholarWorks, 2007. https://scholarworks.wm.edu/etd/1550154168.

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3

Ban, Ruth. "Community of practice as community of learners : how foreign language teachers understand professional and language identities." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001637.

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4

Thorgeirsdottir, Hjordis. "Investigating the use of action research and activity theory to promote the professional development of teachers in Iceland." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/20529.

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This thesis investigates the use of action research and activity theory to promote the professional development of teachers in an Icelandic upper secondary school. The purpose of the research was to develop a new model to foster professional development through enhancing the participants’ agency to transform their practice. It was carried out with an action research group of twenty-one school professionals and an outside consultant. The group’s aim was to find ways to increase students’ sense of responsibility for their studies. The project combined the ideas behind the Change Laboratory, one

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5

Hart, Nicole Maree. "Triads, third spaces and the activity of school-based mentoring." Thesis, The University of Sydney, 2016. http://hdl.handle.net/2123/16150.

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Traditionally pre-service and supervising teachers and tertiary educators have considered professional experience to be an invaluable component of teacher preparation. However, little has changed over the years in terms of the acknowledgement of, or provision of support structures for this process. Even though effective teaching has long been associated with effective mentoring, professional experience continues to be a highly variable event for its participants. Mentoring of pre-service teachers demands a specific skill set that must be developed over time and is best situated in a comm

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6

Mudavanhu, Young. "The contribution of theory and practice to the professional development of students learning to become secondary teachers in Zimbabwe." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/15888.

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This research investigated the perceptions of student-teachers and lecturers regarding Initial Teacher Education (ITE) for secondary teachers in Zimbabwe. The ways in which factors in and between the university and school settings for ITE shaped learning to teach were investigated. Student-teachers’ and lecturers’ perceptions of the development of ideas as student-teachers moved through the different stages of training were also investigated. The study employed a qualitative case study methodology and methods - interviews, biographical questionnaires and document analysis. Data analysis began

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Roberts, Amelia. "Embedding thinking skills in professional practice : can teachers' utilisation of CPD opportunities be explained by a meta-activity framework?" Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/10006482/.

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This study sought to understand the processes by which teachers utilise Thinking Skills Continuing Professional Development (CPD) opportunities. A case study in an independent school in London, the research was split into two parts: one-to-one CPD with the researcher, focused on integrating Thinking Skills strategies into the classroom, then small group CPD, part of an Assessment for Learning school initiative. This was included as part of the Thinking Skills approach due to some important overlaps in pedagogical stance. The main data was collected as Field Diary, semi-structured interviews an

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8

Boyd, Peter. "Becoming a professional educator : The professional development of new lecturers in nurse and teacher education as boundary-crossing activity." Thesis, Lancaster University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.504188.

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9

Anastasiou, Elena. "Enacting inclusion for students with dyslexia : using cultural historical activity theory to explore teachers' beliefs and classroom practices in Cyprus and north west England." Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/enacting-inclusion-for-students-with-dyslexia-using-cultural-historical-activity-theory-to-explore-teachers-beliefs-and-classroom-practices-in-cyprus-and-north-west-england(8cde6d89-74fa-41c1-a038-11885315d082).html.

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The current study is focussed on teachers' beliefs in inclusion and dyslexia and how these are linked to their professional practice when working with dyslexic learners in their primary classrooms in two cultural contexts; in Cyprus and in North West England. The study is guided by the theoretical framework of Cultural Historical Activity Theory (CHAT) which was used as the descriptive and analytical tool to explore teachers' personal interpretations and inclusive practice. A qualitative research design is used and includes semi-structured interviews, classroom observations and follow-up discu

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10

Morrissey, Chris, and n/a. "Changes in teachers' classroom practice and teaching knowledge and beliefs, resulting from participation in a workplace based learning professional development activity." University of Canberra. Education, 1994. http://erl.canberra.edu.au./public/adt-AUC20050816.094627.

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There are many recognised forms of teacher professional development ranging from simply reflecting on a lesson recently taught to enrolling in a formal course at university. This study set out to examine the perceived effectiveness of one mode of professional development, a spaced learning activity(SLA). The SLA was selected for a number of reasons. Firstly, current government economic and industrial policy includes an emphasis on the training and retraining of the Australian workforce as an economic necessity. Within this policy, teacher professional development is considered to improve the q

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11

Liu, Wing-kei Spencer, and 廖榮基. "The role of teachers as a political force in the period of transition: a case study of the Professional Teachers'Union." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B38626871.

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12

Kurihara, Yuka. "Appropriating pedagogical tools a case study of Japanese secondary school EFL teachers returning from overseas in-service teacher education program /." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1187097104.

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13

Horsley, Michael William, University of Western Sydney, of Arts Education and Social Sciences College, and School of Education. "Activist professionals and profession-led change." THESIS_CAESS_EDU_Horsley_M.xml, 2005. http://handle.uws.edu.au:8081/1959.7/765.

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The publications in this portfolio are focused on issues related to educational innovations and in particular, how improved practice can be encouraged, planned and implemented. It highlights how activist professionals can play key roles in mobilising teachers, academics, communities and education authorities and so engage in the politics of transformation that invokes wider issues of equity and social justice. As members of communities of practice that value respect, reciprocity and collaboration, activist professionals forge an identity that is strategic and tactical and works strongly in the

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14

Peterson, Michael Joseph. "Switching roles : an investigation into the use of reverse-mentoring by students to encourage teachers' uptake of ICT in their pedagogical approach." Thesis, Curtin University, 2012. http://hdl.handle.net/20.500.11937/1467.

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The literature provided evidence that the integration of teaching and learning with ICT was critical to support learner centred pedagogies. There was also clear evidence that a number of key barriers were impacting on the ability of teachers to integrate ICT in their classrooms. These barriers include teachers' perceptions of the lack of usefulness of the technologies and a lack of knowledge of how to use the technologies. The literature also noted that female teachers were less likely than their male colleagues to take up ICT in their teaching—the so called gender barrier. Teachers are adult

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Blundell, Christopher N. "A case study of teachers transforming pedagogical practices through collaborative inquiry-based professional learning in a ubiquitous technologies environment." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/112463/1/Christopher_Blundell_Thesis.pdf.

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This is a case study of a team of teachers using collaborative inquiry to design new approaches for teaching and learning with digital technologies. The findings are significant because they, firstly, highlight the value of teachers using theoretical lenses to understand the complex influences on their practice, and secondly, identify the contributing factors to changes in practice. Implementing new approaches involved personal transformative learning for each teacher. This was shaped by prior practice, attitude to innovation, and willingness to explore new classroom roles, relationships and a

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Horsley, Mike. "Activist professionals and profession-led change /." View thesis, 2005. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20051019.162923/index.html.

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17

Schott, Alex Hoobie. "Teaching and learning in technical theater: activity, composition and embodiment." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/2627.

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If not ignored completely, the body has been under theorized in literacy research. However, recent research in cultural studies, linguistics, philosophy, psychology, neuroscience, education, and the arts suggests that the body is implicated in thinking and knowing as well as doing. In this dissertation I examine high school technical theater. In this robustly embodied activity students build sets, rig lights, and paint backdrops in preparation for a theatrical production, as well as run sound and lighting and perform scene

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18

Van, Horne Samuel Alexander. "An activity-theory analysis of how college students revise after writing center conferences." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1187.

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Although researchers in composition studies have examined the instructional conditions that help students revise successfully, there is little published scholarship about how college students use feedback from a peer tutor in the revising process. Thus, I designed a qualitative, collective case study to investigate how students revised after writing center conferences. I used the conceptual framework of activity theory to analyze the entire system of student revision. I used the concept of situation definition to examine how students' understanding of writing conferences and rhetorical concept

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19

Merkel, Warren David III. "Writing from sources and avoiding plagiarism at a US university: the perspectives and experiences of undergraduate second language writers." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6471.

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This qualitative study was designed to explore undergraduate second language writers’ perceptions of and experiences with source-based writing and plagiarism. Grounded Theory (GT) was employed to systematically collect and analyze data throughout the study. By adopting Activity Theory (AT) as a theoretical framework, I was able to identify and analyze points of contradiction and tension that arose within the activity systems of my participants. The findings that emerged from GT showed that my participants were concerned with adapting to their new academic communities, and the L1 communities fr

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20

Westerberg, Sarah. "The Effect of Sustained Principal Development on the Development and Maintenance of Collaborative Activities in Schools." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2356.pdf.

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21

Voisin-Girard, Bernadette. "Activité de jugement des inspecteurs d’académie – inspecteurs pédagogiques régionaux (IA-IPR) et développement de l’activité professionnelle en entretien d’inspection dans le système éducatif français : règles, jeux de langage, et conflits d'une activité dialogique pluri-adressée." Thesis, La Réunion, 2020. http://www.theses.fr/2020LARE0025.

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L’activité de jugement des inspecteurs d’académie – inspecteurs pédagogiques régionaux (IA-IPR) et développement de l’activité professionnelle en entretien d’inspection dans le système éducatif français : règles, jeux de langage, et conflits d'une activité dialogique pluri-adressée. La littérature scientifique internationale montre la réalité d’une recherche active pour répondre aux préoccupations des gouvernements d’améliorer la qualité de l’enseignement. Elle met en évidence une recherche basée quasi exclusivement sur le paradigme processus-produit, qui oriente la logique d’évaluation au pro

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Fischer, Gilles. "Une approche activité de l’identité professionnelle enseignante à l’aune du développement du numérique à l’école : l’exemple de l’impact du dispositif «Lycée 4.0»." Electronic Thesis or Diss., Strasbourg, 2024. http://www.theses.fr/2024STRAG003.

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Les injonctions à développer le numérique à l’école sont fortes (Assude et al., 2010). Elles sont justifiées par une plus-value éducative (Youssef et Audran, 2019) alors que cette dernière n’est aujourd’hui pas démontrée (Fluckiger, 2020). Lancé en 2017, en Région Grand Est, le dispositif « Lycée 4.0 » est présenté comme un outil visant à faire du numérique un véritable outil de savoir et de modernité. Cette thèse ambitionne d’appréhender l’identité professionnelle agie des enseignants dans ce contexte. L’activité est abordée comme étant une activité subjective et sociale (Vygotski, 1978). Por

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23

Кокарєва, Анжеліка Миколаївна, Anzhelika Kokarieva, Леся Олексіївна Хоменко-Семенова, Lesya Khomenko-Semenova, Олександра Валентинівна Алпатова та Оlexandra Alpatova. "Аналіз професійної вмотивованості викладачів ЗВТО". Thesis, Національний авіаційний університет, 2020. https://er.nau.edu.ua/handle/NAU/45123.

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У статті здійснено аналіз вмотивованості викладачів ЗВТО до професійної діяльності; аналіз чинників мотивації викладачів до професійної діяльності. Проведено дослідження мотивації до професійної діяльності викладачів ЗВТО серед педагогічних працівників Національного авіаційного університету, яке визначило головні мотиви: основною є потреба у високій заробітній платі і матеріальній винагороді; на другому місці в структурі мотиваційного профілю працівників університету знаходиться потреба у відчутті запитуваності виконуваної роботи; потреба в завоюванні визнання з боку інших людей (колег, студен

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Mendonça, Marta. "Developing teaching and learning in Mozambican higher education : a study of the pedagogical development process at Eduardo Mondlane University." Doctoral thesis, Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-93954.

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This thesis analyses the implementation of a student-centred learning approach at the Eduardo Mondlane University (UEM), in the context of the current curricular reform. The main objective of the thesis is to gain understanding of the implementation of a student-centred learning approach and how the innovation is related to the acquisition of teachers’ pedagogical competence at the above mentioned university. A sociocultural approach and more specifically Cultural Historical Activity Theory is used as a theoretical framework given that it provides a view of learning as a context based social a

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Богдан, Жанна Борисівна. "Психологічні особливості професійного вигоряння викладачів технічних спеціальностей вищих навчальних закладів". Thesis, Українська інженерно-педагогічна академія, 2012. http://repository.kpi.kharkov.ua/handle/KhPI-Press/44796.

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Дисертація на здобуття наукового ступеня кандидата психологічних наук за спеціальністю 19.00.03 – психологія праці; інженерна психологія. – Українська інженерно-педагогічна академія. – Харків, 2012. Дисертаційне дослідження присвячено теоретичному та емпіричному вивченню проблеми професійного вигоряння викладачів технічних спеціальностей вищих навчальних закладів. Професійне вигоряння – це інтеграційний процес, що є специфічною реакцією особистості на дію системи різних факторів професійного оточення з урахуванням індивідуально-психологічних особливостей людини в організації власної професійн

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Powell, Aaron Wiatt. "Online Support for Intentional, Teacher Community of Practice." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/30253.

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The term Community of Practice (CoP) is often used rather loosely to describe many types of instructional settings that support more constructivist or social learning settings. This study differentiates CoP from other learning communities with greater discipline in defining CoP, as characterized by sustained self-organization for example. Such a CoP sits quite apart from the typical intent of instructional settings. The literature on intentional CoP suggests that the greatest challenges are a sense of interdependence among CoP members, the authenticity of the practice or purpose, and a trajec

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Ortiz, Kaylee A. "THE EFFECTS OF VIDEO ACTIVITY SCHEDULES ON LIFE SKILLS FOR INDIVIDUALS WITH MILD INTELLECTUAL DISABILITY." UKnowledge, 2017. https://uknowledge.uky.edu/edsrc_etds/46.

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This study used a multiple probe across settings design to evaluate the effects of video activity schedules (VidAS) on the acquisition of life skills in various settings within the home. In a technology training phase, participants were taught how to navigate a mobile application and use the pause and play feature of the video using a system of least prompts. In baseline, participants were given a task direction to complete the tasks within each setting with access to a static picture schedule. During intervention, participant task completion was evaluated when self-instructing with the use of

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Sherrow, Lauren A. "Using Commercially Available Picture Activity Schedules and System of Least Prompts to Teach Lego Assembly." UKnowledge, 2015. http://uknowledge.uky.edu/edsrc_etds/18.

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This study investigated effects of commercially available picture activity schedules (PAS) and system of least prompts (SLP) to teach recreation skills to four high school students with Autism Spectrum Disorders and intellectual disabilities using Lego sets. Results were evaluated through a multiple probe across participants design and indicate that a combination of PAS and SLP was effective for teaching the students to build Lego sets. All students improved their ability to build and were able to generalize the skill to novel sets after the completion of intervention. Limitations and implicat

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Silva, Alda Karoline Lima da. "Atividade do professor na educa??o a dist?ncia: intera??es com o g?nero profissional docente." Universidade Federal do Rio Grande do Norte, 2012. http://repositorio.ufrn.br:8080/jspui/handle/123456789/17521.

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Made available in DSpace on 2014-12-17T15:39:00Z (GMT). No. of bitstreams: 1 AldaKLS_DISSERT.pdf: 1481522 bytes, checksum: 8814caf0ffdd4e62dedf289add6a9c67 (MD5) Previous issue date: 2012-06-18<br>Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior<br>This research aimed to analyze the dynamics established between the activity of the teacher in Distance Education (DE) and professional gender of teaching, in terms of impact of DE in teacher s usual professional activity. Previous studies showed that one of the central discussions concerning DE refers to the role that the teacher is ca

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Desvages, Vanessa. "Des professionnalités à l'épreuve de la réforme des rythmes scolaires : quand le jeu questionne les pratiques des enseignants et des animateurs." Thesis, Normandie, 2018. http://www.theses.fr/2018NORMC004/document.

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Cette recherche interroge la professionnalité des enseignants et des animateurs amenés à partager un même terrain suite à la réforme des rythmes scolaires à travers leurs pratiques singulières du jeu. C’est au filtre de la didactique clinique qu’on analyse cette professionnalité considérant que l’analyse de la pratique didactique ludique ne peut se faire d’une manière désincarnée, excluant le sujet.Notre objectif est d’identifier quelles sont les pratiques ludiques et comment ces pratiques ludiques sont liées au rapport au jeu de l’enseignant et de l’animateur. Nous émettons l’hypothèse que la

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Kist, Liane Batistela. "O desenvolvimento profissional corresponsável na formacão de professores de língua materna à luz da teoria holística da atividade." Universidade Federal de Santa Maria, 2017. http://repositorio.ufsm.br/handle/1/12990.

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This study investigates the Co-responsible Professional Development (DPC, in Portuguese), in first language teachers’ formation (LM teachers, in Portuguese) based on the Holistic Activity Theory (THA, in Portuguese). The DPC is a triadic conception of professionalization that articulates, based on alliance and reciprocal confidence, three contexts: Academy, Graduation and Market. The DPC is one of the basic concepts of THA studied by Richter (2011) which pattern concerns on the inseparability among conduct, concept and quality in the professional practice, ordered in a systemic way thro

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Alberti, Taís Fim. "Das possibilidades da formação de professores a distância : um estudo na perspectiva da teoria da atividade." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2011. http://hdl.handle.net/10183/49331.

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A partir do embasamento teórico da Psicologia sócio-histórica, em particular, da Teoria da Atividade de Leontiev e Davidov, combinada com a Educação Dialógico- Problematizadora de Freire, esta pesquisa investigou as tarefas de estudo realizadas em um curso de Pedagogia a distância que tinham a potencialidade para o desenvolvimento de novas atividades profissionais. Para tanto, a metodologia empregada foi a análise de conteúdo, por meio de procedimento de categorização. Os resultados evidenciaram que, nesse contexto investigado, a forma de organização e o conjunto de tarefas de estudo foram pot

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Rachman, Vivian Carla Bohm. "Enfrentando a lógica do homogêneo: aspectos centrais para um trabalho diversificado junto aos educandos." Pontifícia Universidade Católica de São Paulo, 2013. https://tede2.pucsp.br/handle/handle/16071.

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Made available in DSpace on 2016-04-28T20:56:34Z (GMT). No. of bitstreams: 1 Vivian Carla Bohm Rachman.pdf: 7763231 bytes, checksum: 17647c4d444dcb4605b0ab58396e9991 (MD5) Previous issue date: 2013-04-17<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>The aim of this study was to develop a collaborative method to be adopted in teachers professional development. Guided by the assumptions of Sociocultural Psychology and Historical-Critical Pedagogy, it was sought to offer subsidies to the teachers, helping them to perform diversified tasks with students having different know

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Owhadi, Hélène. "Les reformulations orales en contexte d'atelier de production d'écrits au Cours Préparatoire : étude linguistique des jeux de reformulations." Thesis, Montpellier 3, 2019. http://www.theses.fr/2019MON30016.

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Cette recherche doctorale vise à étudier les reformulations orales en contexte d’atelier de production d’écrits au Cours Préparatoire (CP). À partir d’un corpus composé de onze séances dans quatre classes contrastées en termes d’efficacité et d’équité en écriture, issues des données de la recherche Lire et Écrire au CP (IFÉ), notre travail tente de montrer que l’étude des reformulations orales constitue un analyseur de l’activité didactique qui permet d’observer les pratiques littéraciées (lire-écrire-parler) et de mettre en évidence des indicateurs d’expertise langagière : l’étude de ce phéno

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Cardot, Jean-Pierre. "Formateurs d'enseignants et éducation à la santé : analyse des représentations et identité professionnelle." Thesis, Clermont-Ferrand 2, 2011. http://www.theses.fr/2011CLF20010/document.

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Nous avons cherché à identifier les modèles de santé et d’éducation à la santé sous-jacents aux conceptions des formateurs ainsi que les obstacles et les points d’appui à la mise en oeuvre de formations en éducation à la santé, tels qu’ils étaient perçus par les formateurs. Nous avons également déterminé les caractéristiques et les invariants des pratiques idéelles de formation en éducation à la santé pour proposer une modélisation qui pourra servir d’outil lors de formations de formateurs.La démarche que nous avons proposée s’est déroulée en deux temps. Nous avons d’abord fait un état des lie

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Loneragan, Damian James. "Teachers' professional learning : perspectives and reflections of practising teachers." Thesis, Open University, 2016. http://oro.open.ac.uk/49556/.

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This thesis uses a case study to explore teachers’ professional learning in one secondary school in the south of England. An interpretive, qualitative case study approach was adopted. Data were collected using semi-structured interviews, questionnaires and staff biographies to explore the key research questions. These investigated how the teachers perceive their own learning and development, what teachers think they learn and develop and what activities impact teachers’ learning and development. A review of the conceptual frameworks focused on three different areas. Firstly, a consideration of

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Stillisano, Jacqueline. "Mentoring preservice teachers : opportunities for professional learning and growth in professional development schools." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1302161.

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The purpose of this study was to explore a particular opportunity for experienced teachers to continue to learn and grow professionally within the context of their daily practice. Using the cooperating teacher/preservice teacher dyad as a framework, the study explored reciprocity of professional learning and growth in mentoring relationships.The participants, six secondary teachers from two Professional Development Schools, had each mentored one or more preservice teachers during their careers. Identified through non-probability sampling, the participants represented both genders, several disc

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Escalié, Guillaume. "Analyse du travail d’un collectif de formateurs et de ses conséquences sur la formation professionnelle d’un enseignant novice : un exemple en éducation physique et sportive." Thesis, Paris, CNAM, 2012. http://www.theses.fr/2012CNAM0844/document.

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Un des objectifs des politiques éducatives européennes en matière de formation professionnelle des enseignants novices consiste à consolider les partenariats entre les universités et les établissements scolaires. Sur le plan scientifique, la majorité des études pointent l’importance de renforcer la collaboration entre les formateurs de ces deux institutions par des dispositifs fondés sur le modèle des « communautés de pratique » (Lave & Wenger, 1991). Or, ces études restent souvent peu précises sur la nature de leurs activités au sein de tels dispositifs. Cette recherche vise à analyser le

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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. Th

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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.<br>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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Poulton, Phillip James. "Teachers' professional agency and school reform." Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/130709/1/Phillip_Poulton_Thesis.pdf.

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This qualitative case study explores the professional agency of Australian primary school teachers in the context of top-down and bottom-up school-based curriculum reform. The research conducted from a teacher-researcher perspective found that teachers' experiences of professional agency were dependent on the point in time and context of their reform work. Enablers and constraints to teachers' professional agency were factors associated with assessment, the use of time and opportunities for professional collaboration. This study contributes an Australian perspective on teachers' professional a

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Cameron, Sandra Ellen. "Teachers as learners: Professional learning in the lives of teachers." Thesis, Australian Catholic University, 2011. https://acuresearchbank.acu.edu.au/download/fc30c83344b3be126197aadd1f6c36e0bce96a49fd822c04e43f401e5af32df6/3996679/64811_downloaded_stream_36.pdf.

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This interpretative study explored the professional learning practices of teachers in a range of Queensland State schools. While teacher learning is regarded as cornerstone of school reform, our knowledge of the role professional learning plays in changing teacher practice is scant. Therefore, the purpose of this research was to listen to the voices of practitioners in order to better understand the situated worlds of teacher-learners and how to support them and their learning in this time of constant and inescapable change and to answer the question: What experiences foster teacher learning t

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Zimmermann, Philippe. "Analyse du façonnage de l'identité professionnelle des enseignants d'école primaire en formation initiale." Phd thesis, Université Nice Sophia Antipolis, 2013. http://tel.archives-ouvertes.fr/tel-00865028.

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Cette thèse porte sur l'étude du processus de façonnage de l'identité professionnelle (IP) de professeurs des écoles en formation initiale (PEFI). Usité dans des contextes institutionnels, professionnels et scientifiques, le concept d'IP revêt un caractère polysémique lui conférant toute sa complexité mais aussi tout son intérêt. Le discours institutionnel témoigne d'une préoccupation souvent réaffirmée mais, paradoxalement, d'une quasi-absence d'évocation explicite de l'IP. Au plan scientifique, la multiplicité des modèles théoriques qui définissent l'IP est à l'origine d'une ambiguïté sémant

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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 author

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Jankauskienė, Žymantė. "Professional Socialization of Nurses Assuring Practical Activity." Doctoral thesis, Lithuanian Academic Libraries Network (LABT), 2009. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2009~D_20090526_111207-35441.

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Scientific Problem Health care is the underlying value for a society aspiring after quality of life. This is a field where the quality of services is assessed by experts, not by service receivers. For this reason, results can be visible after quite a long time when it is too late to correct them. The inherent human right to have better health, a healthy environment and acceptable, accessible and appropriate health care is defined in the Health System Legislation of the Lithuanian Republic (1994). The main goal of the entire health care system is to assure this inherent human right. Health pol

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鄭美娟. "Professional Growth of The Integrative Activity Teacher in Creative Instruction." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/85370866349710135224.

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碩士<br>國立臺灣師範大學<br>人類發展與家庭學系在職進修碩士班<br>94<br>Abstract The purposes of this study were: (1) to explore the influence on enhancing a teacher’s ability of creative instruction by participating a workshop of creative instruction, (2) to explore a teacher’s professional growth during the process of creative teaching, (3) to examine the effectiveness of creative instruction on students. In this research, action research was used. The teacher, leaded by the workshop, designed the creative instruction programs those were applied on integrative activities and implemented the creative experiments cours

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Dau, Duy L. "Professional development of EFL lecturers in Vietnam : a cultural-historical activity theory perspective." Thesis, 2020. http://hdl.handle.net/1959.7/uws:57654.

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Professional development (PD) of English as a foreign language (EFL) teachers and lecturers in Vietnam has drawn great interest from stakeholders and the public over the past decade, as it is a key aspect of the National Foreign Language 2020 Project. However, the literature shows that this activity has been under-examined both regionally and nationally. This study examines the nature of PD for EFL Vietnamese lecturers of non-English specialized students. The study was theoretically underpinned by Cultural-Historical Activity Theory (CHAT) and employed a sequential mixed-methods approach. Quan

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

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Teacher professional development (PD) has become increasingly important for teachers of English as a foreign language (EFL) in Vietnamese higher education. This is due to the implementation from 2008 of Language Project 2020, aiming to help students use a foreign language independently after graduation. Project 2020 views PD as essential to improve the quality of foreign language teaching. Since 2008, language teacher PD has received considerable attention from Vietnamese policymakers and language teachers including those in HE. However, factors influencing their participation, remain under-in

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Xulu, Pearl Sibongile. "To investigate the effectiveness of Japanese lesson study as a collaborative professional development activity for teachers at school level." Thesis, 2018. https://hdl.handle.net/10539/25008.

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A research report submitted to the Faculty of Science, University of the Witwatersrand, Johannesburg, in partial completion for a Degree of MSc in Science Education. Johannesburg, 22 September 2017.<br>The South African schooling system has experienced the development of four different curricula since 1994, which necessitated continuous Professional Development activities for teachers. However, despite these Professional Development programmes, teachers continue to experience problems with their teaching. Possible reasons are that Professional Development activities do not focus on the needs o

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Sung, Jou-Ying, and 宋柔穎. "An Action Research of Junior High School Counseling Activity Teachers’ Implementation Process and Reflection of a Cross-County Professional Learning Community." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/fmth2p.

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碩士<br>國立臺灣師範大學<br>教育學系<br>107<br>This study aims to investigate the junior high school teachers’ implementation and reflection of a cross-county professional learning community (PLC)through the process. Purposes of this study is to know how this cross-county PLC operates and to know the influence of professional competence growth on members. The study conducts an action research by planning and implementing a cross-county PLC , investigating the process and understanding how it influence members’ professional competence growth. Research participants of this study are three counseling activity

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