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Journal articles on the topic 'Professional Development of Teachers'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

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

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Purpose This study aims to identify various teachers’ professional activities (TPAs) and classify these TPAs according to their relative importance for the professional development of teachers. Design/methodology/approach The systematic review of the literature had been conducted to identify various TPAs in the institutions. Later, an empirical research had been conducted through confirmatory factor analysis using AMOS 20.0 to classify these TPAs according to their relative importance using the natural gap in standardized beta (β) values. In total, 96 administrators of 35 technical institution

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2

Larasati, Rachelina, and Paulus Kuswandono. "Enhancing Teachers’ Resilience through Teacher Professional Development." Language Circle: Journal of Language and Literature 17, no. 2 (2023): 391–402. http://dx.doi.org/10.15294/lc.v17i2.42673.

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Many studies have proven that teacher resilience is one of the fostering factors of teacher commitment to stay in their teaching career. Although many studies have been conducted around the topic of teacher resilience, there is still a gap in the literature on what teacher professional development was done by resilient teachers that contributed to their decision to stay in their careers. In filling the void, this narrative inquiry-designed research aimed at understanding the experiences and perceptions of teachers considered resilient in their teaching career's early years. In-depth interviews

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Pandey, Shiv Ram. "Teachers’ Attributes for Professional Development." Madhyabindu Journal 8, no. 1 (2023): 136–47. http://dx.doi.org/10.3126/madhyabindu.v8i1.56889.

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The main purpose of this paper is to explore the traits of professional teachers in general and English teachers in particular. To accomplish the purpose, the principal research question for this study is: What qualities make English teachers professionals? Therefore, this paper presents the qualities of professional English language teachers. For this, qualitative method has been adopted. Purposive sampling was chosen to get in-depth information. An unstructured interview technique was adopted to collect data with five English teachers The analytical approach I have used is inductive. The art

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Ahuja, Amit. "Professional Development of Teachers." Educational Quest- An International Journal of Education and Applied Social Sciences 6, no. 1 (2015): 11. http://dx.doi.org/10.5958/2230-7311.2015.00002.1.

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5

Black, D. R., T. J. Harvey, M. C. Hayden, and J. J. Thompson. "Professional Development for Teachers." International Journal of Educational Management 8, no. 2 (1994): 27–32. http://dx.doi.org/10.1108/09513549410055405.

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Kyndt, Eva, David Gijbels, Ilke Grosemans, and Vincent Donche. "Teachers’ Everyday Professional Development." Review of Educational Research 86, no. 4 (2016): 1111–50. http://dx.doi.org/10.3102/0034654315627864.

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Aparicio-Molina, Carolina, and Felipe Sepúlveda-López. "Teacher Professional Development: Perspectives from a Research Experience with Teachers." Revista Electrónica Educare 27, no. 2 (2023): 1–16. http://dx.doi.org/10.15359/ree.27-2.15870.

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Objective. To analyze the scope of realization of professional learning communities with teachers and management teams who implemented that intervention during two years in a high school in the south of Chile. Methodology. In this applied research, teachers participated in phases of diagnosis of training needs for professional development. Based on this, a proposal of work sessions theoretically and methodologically linked to the professional learning communities was structured. The proposal was designed and implemented together with the school’s management team. After the implementation, the

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

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

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Professionalism of teachers is often attributed to three factors are quite important, namely the competence of teachers, teacher certification and teacher professional allowance. The third factor is the background that was allegedly closely associated with the quality of education. Professional teachers as evidenced by its competence shall promote the establishment process and product performance which can support the quality of education. Competent teachers can be evidenced by the acquisition of teacher certification following an adequate allowance according to the size of Indonesia. Today, t

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

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Objectives The purpose of this study was to investigate the difference of Child Care Teachers' Variable and teacher's efficacy by analyzing Professional Development and Work Environment Perceived by infant care teachers with cluster analysis. Methods The participants in the study were 351 childcare teachers in Seoul, Gyeonggi, Daejeon, and Busan province, cluster analysis using the sub-scales of professional development and work environmen was conducted. Then, the differences in Individual Variables of Day-Care Teachers were analyzed among sub-groups by using Chi-square analysis. also, t

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Gilmeeva, Rimma, and Liutsiia Shibankova. "Programmes design for teachers’ professional development as a way of organizational development for the human’s capital of the university." SHS Web of Conferences 99 (2021): 01035. http://dx.doi.org/10.1051/shsconf/20219901035.

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The relevance of the article is caused due to the importance of teacher’s professionalism in achieving success of university’s educational activity, and quality of higher education which defines the need for teacher’s continuous professional growth in higher school according to the pedagogical career strategy. It is determined by teacher’s individual needs and abilities, as well as the inquiries of the university. The leading role in the complex of training materials for additional professional education belongs to additional programmes of teachers’ professional development. The purpose of the

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Utemov, Vyacheslav. "Professional Training and Professional Deficits of Teachers: a comparative study." ARPHA Proceedings 5 (February 10, 2022): 1763–76. https://doi.org/10.3897/ap.5.e1763.

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Teachers with similar qualification, experience and other professional characteristics still may teach their pupils with quite different results. It is supposed that there are some connections between the results of teaching and the measures of improving professional conditions of teachers. The aim of the research is to analyze the indices which characterize the quality of teaching staff in order to offer the measures which could help to improve economic and normative regulations of additional training and professional development of teachers. The data analysis is based on the conception of th

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Savotina, Natalia A., Inessa. V. Usoltseva, Valentina Antokhina, and Olga Prokofeva. "Current problems of professional development of a prospective teacher." ARPHA Proceedings 5 (February 10, 2022): 1469–82. https://doi.org/10.3897/ap.5.e1469.

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A large number of studies are devoted to the problem of professional adaptation of novice teachers. They emphasize various problems which must be overcome by a teacher at the initial stage of professional adaptation such as emotional exhaustion, professional crisis (Correa et al., 2015; Danilov & Schustova, 2018; Clandinin et al., 2015; Dicke et al., 2015; etc.). It is obvious that unpreparedness for complications at school not only increases the possibility of a teacher leaving the profession but also reduces his personal and innovative potential, worsens the quality of work with learners

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Chong, Sylvia, and Theresa Lu. "“I’m a Teacher.” –Preschool Teachers’ Perception of Professional Self." International Journal of Education 12, no. 4 (2021): 132. http://dx.doi.org/10.5296/ije.v12i4.18053.

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Preschool education requires articulate, reflective and highly qualified teachers. However, within the teaching field, it is claimed that preschool teachers have the lowest perception of their own professional status. Determining the preschool teachers’ professional standing is problematic and begins with preschool teachers’ sense of professionals self. Using a mixed methods research methodology, the study garnered quantitative as well as personal insights into preschool teachers’ perception of professional self. The findings showed that the preschool teachers have an emerging perception of pr

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Dinata, Uray, Muhammad Bukhori, Sulthon Nur’Afif, and Bhaskara Atmaja. "Exploring Teacher Professional Development’s Perceptions of English Secondary School Teachers." Proceedings University of Muhammadiyah Yogyakarta Undergraduate Conference 2, no. 1 (2022): 58–65. http://dx.doi.org/10.18196/umygrace.v2i1.413.

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Teacher perceptions in Teacher Professional Development are very important to make teachers more skilled in teaching, managing classes, and relating to school affairs. The experience gained from Teacher Professional Development will have a big impact on any teacher's activities, it's all because of the useful activities that have been designed in Teacher Professional Development. This study aims to find out teachers' perceptions of Teacher Professional Development and how teachers conduct during the COVID-19 pandemic. This research uses descriptive research in the qualitative method. The parti

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Fadilla, Raisa. "EXPLORING PRE-SERVICE TEACHERS’ PERCEPTION TOWARDS TEACHER PROFESSIONAL DEVELOPMENT." Journal of English Teaching, Applied Linguistics and Literatures (JETALL) 3, no. 2 (2020): 49. http://dx.doi.org/10.20527/jetall.v3i2.8753.

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Considering the role of teachers which is uneasy, it is necessary to develop an effective means of supporting and retaining teachers to provide good quality learning environment for students and a supportive work environment for teachers. Based on the urgency of professional development for teachers, pre-service teachers’ perception towards teacher professional development (TPD) becomes prominent to explore. The survey reflects the pre-service teachers’ perception with regard to professional development. The perception covers the most needed topics in TPD and the most needed learning activitie

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OREDEIN, Afolakemi O., and Chinenye C. OBADIMEJI. "Professional Development and Leadership." Edumania-An International Multidisciplinary Journal 02, no. 03 (2024): 150–58. http://dx.doi.org/10.59231/edumania/9063.

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Teachers’ professional development and leadership is a career that focuses on the growth of teachers’ knowledge and skills, among other things. As a result, teachers are more knowledgeable, keep them up to date, and help teachers develop. Teachers are also required to learn and relearn. The government should raise public awareness about teacher professional development.

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

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The objective of this study was to explore and analyse provision of information to secondary school teachers’ in their endeavour to participate in Continuing Professional Development (CPD). In the current educational era, the trial and error teaching, and take it or leave it professional development programmes are no longer acceptable. In this respect, teacher training entails more than the mastery of certain practical knowledge, pedagogical skills, and techniques. Therefore, CPD plays an important role in teacher development geared towards classroom improvement. This paper highlights the need

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Saclarides, Evthokia Stephanie, and Sarah Theule Lubienski. "Tensions in teacher choice and professional development." Phi Delta Kappan 100, no. 3 (2018): 55–58. http://dx.doi.org/10.1177/0031721718808266.

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In a recent qualitative coaching study of a single district, Evthokia Stephanie Saclarides and Sarah Theule Lubienski observed tensions within a coaching structure in which teachers had to be the ones to initiate professional development with a coach. Specifically, the Teacher’s Choice structure heightened coaches’ difficulties gaining access to teachers’ classrooms, which led the coaches to position themselves as trustworthy peers and avoid difficult conversations. The authors recommend that districts adopt a blended approach where teachers set their own learning agendas but coaches can also

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Dai, Caihong. "Implementation and Strategies of English Major Teacher Autonomy Development." Frontiers in Science and Engineering 4, no. 7 (2024): 207–13. http://dx.doi.org/10.54691/qf7p7z89.

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Autonomous development is the core of teacher's professional growth, it emphasizes the teacher's subjectivity in professional growth, so that teachers become the master of their own professional development. In the field of English education, the development of teacher autonomy is particularly important, because it is not only related to the personal growth of teachers, but also affects the learning effect of students. This paper will explore in depth the importance, challenges, strategies and practices of the development of English teachers' autonomy, in order to provide useful references for

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Suharyadi, Suharyadi, Gunadi Harry Sulistyo, and Sri Rachmajanti. "CONTINUOUS PROFESSIONAL DEVELOPMENT: TEACHERS' VOICES." J-ELLiT (Journal of English Language, Literature, and Teaching) 3, no. 2 (2019): 34. http://dx.doi.org/10.17977/um046v3i2p34-44.

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Being professional English teachers requires knowledge and competences that should be continuously nurtured to sustain their expertise, and one of the programs in Indonesia is the so-called Continuous Professional Development as officially declared by the Indonesian government in 2012. Certified teachers generally undergo either short- or long-term training experiences to update their teaching knowledge and skills. However, little empirical evidence has been conducted to examine the sustainability of such training practices on the teachers' professionalism. Henceforth, this study is aimed at i

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Conway, Colleen M., Shannan Hibbard, Dan Albert, and Ryan Hourigan. "Professional Development for Arts Teachers." Arts Education Policy Review 107, no. 1 (2005): 3–10. http://dx.doi.org/10.3200/aepr.107.1.3-10.

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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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24

Wilson, S. M. "Professional Development for Science Teachers." Science 340, no. 6130 (2013): 310–13. http://dx.doi.org/10.1126/science.1230725.

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25

손영민. "Portfolio for Teachers' Professional Development." Journal of Korean Teacher Education 24, no. 2 (2007): 175–98. http://dx.doi.org/10.24211/tjkte.2007.24.2.175.

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Bariushaa, Oyuntuya, and Altangerel Balgan. "Enhancing Biology Teachers' Professional Development." International Journal of Teacher Education and Professional Development 7, no. 1 (2024): 1–15. http://dx.doi.org/10.4018/ijtepd.349579.

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The purpose of the study is to identify the necessary knowledge to be developed by biology teachers using the TPACK model for each of the five topics that are difficult to teach in Mongolian high schools. Five groups—“respiration,” “regulation of the living body,” “biotechnology, genetic engineering,” “enzymes,” and “immunity”—were selected as difficult groups for teaching according to the TPACK model. The study questioned 113 school biology teachers for content knowledge (CK), pedagogical content knowledge (PCK), technology content knowledge (TCK), and technological pedagogical content knowle

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Singh, Kusum, and Linda M. Shifflette. "Teachers' perspectives on professional development." Journal of Personnel Evaluation in Education 10, no. 2 (1996): 145–60. http://dx.doi.org/10.1007/bf00156895.

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Schrum, Lynne. "Technology professional development for teachers." Educational Technology Research and Development 47, no. 4 (1999): 83–90. http://dx.doi.org/10.1007/bf02299599.

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Darasawang, P. "Professional Development for Language Teachers." ELT Journal 60, no. 3 (2006): 308–9. http://dx.doi.org/10.1093/elt/ccl014.

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Keiny, Shoshana. "Constructivism and teachers' professional development." Teaching and Teacher Education 10, no. 2 (1994): 157–67. http://dx.doi.org/10.1016/0742-051x(94)90010-8.

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Кашаев, А. А., and А. А. Петренко. "Supervising School Teachers’ Professional Development." Психолого-педагогический поиск, no. 4(64) (February 21, 2023): 49–60. http://dx.doi.org/10.37724/rsu.2022.64.4.006.

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В статье рассматривается актуальная проблема управления наставнической деятельностью в школе, существующие противоречия в теории и практике современного образования. Уточнено понятие «наставничество» на уровне «учитель — учитель». Представлены научные подходы к данной проблеме ((Т. К. Беляева, О. И. Воленко, Н. Н. Исланова, Е. В. Королёва, Е. М. Кочеткова, Е. Н. Фомин, Н. Г. Хмызова, Е. А. Шмелёва и др.), раскрыто авторское содержательное наполнение технологии управления наставнической деятельностью (в совокупности оптимальных алгоритмов ее реализации). Предложены перспективные направления раз

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Erra, Poligrates, and Suson Roberto. "Annunciating Teachers' Continuous Professional Development." International Journal of Trend in Scientific Research and Development 3, no. 6 (2019): 106–10. https://doi.org/10.5281/zenodo.3587451.

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Teacher training develop educational skills that are compatible with the education policies and to enable teachers to deliver these policies. The aim of this study is has shown the importance of continuous professional development of elementary teachers as perceived by them gained in the implementation of the questionnaire. The study offers recommendations for learners and providers of professional development opportunities. Schools must have a responsibility to encourage and nurture their own love of learning, and educational organizations have the responsibility to create conditions and prov

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Larry, Vine Sacote-Labadan, and C. Tantiad Rosalinda. "Teachers' Professional Development and Practices." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 08, no. 05 (2025): 2382–89. https://doi.org/10.5281/zenodo.15380478.

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Professional development is the cornerstone of enhancing teachers' practices and overall effectiveness in the ever-evolving landscape of education. This study explored the level of teachers’ professional development and teaching practices, their significant relationship and identify which of the professional development such as trainings, seminars, coaching and mentoring influence the teachers’ practices like teaching strategies and classroom management. A correlational and causal research design were employed with validity and reliability tested, researcher-made questionnaire. Sur

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., Rasmitadila, Reza Rachmadtullah, Teguh Prasetyo, et al. "Professional development for Indonesian elementary school teachers: Increased competency and sustainable teacher development programs." F1000Research 13 (November 18, 2024): 1375. http://dx.doi.org/10.12688/f1000research.156946.1.

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Background Various problems, such as a shortage of teachers, especially in certain outlying and underdeveloped provinces, unequal distribution of teachers, low teacher competency, and mismatch between educational qualifications and scientific fields, as well as the demands of increasingly dynamic developments in science and technology, resulting in the need for professional development for elementary school teachers to improve teacher professionalism in Indonesia. These background as a basis for the government to create teacher professional education program for elementary school teachers cont

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., Rasmitadila, Reza Rachmadtullah, Teguh Prasetyo, et al. "Professional development for Indonesian elementary school teachers: Increased competency and sustainable teacher development programs." F1000Research 13 (April 28, 2025): 1375. https://doi.org/10.12688/f1000research.156946.2.

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Background Various problems, such as a shortage of teachers, especially in certain outlying and underdeveloped provinces, unequal distribution of teachers, low teacher competency, and mismatch between educational qualifications and scientific fields, as well as the demands of increasingly dynamic developments in science and technology, resulting in the need for professional development for elementary school teachers to improve teacher professionalism in Indonesia. These background as a basis for the government to create teacher professional education program for elementary school teachers cont

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Xie, Guihua, Songporn Tajaroensuk, and Sirinthorn Seepho. "The Effectiveness of Work-based Reflective Model for In-service Tertiary Tourism English Teachers’ Professional Development." Suranaree Journal of Social Science 13, no. 1 (2019): 73–88. http://dx.doi.org/10.55766/uggq8906.

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With the increasing development of inbound and outbound tourism in China, a greater number of English-speaking tourism professionals are needed. To meet the needs, Tourism English programs were provided in universities and colleges in the country. However, problems occurred with the in-service professional development of Tourism English teachers, who were originally trained as language teachers. Existing training programs could not meet their professional needs. The present study aimed at exploring the effectiveness of the workshop based-on Work-based Reflective (WRB) Model for in-service Tour

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Rodesiler, Luke. "For Teachers, by Teachers: An Exploration of Teacher-Generated Online Professional Development." Journal of Digital Learning in Teacher Education 33, no. 4 (2017): 138–47. http://dx.doi.org/10.1080/21532974.2017.1347535.

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Yu, Hongyang, and Veronika Pisarenko. "RETROSPECT AND PROSPECT: THE HISTORY OF CHINESE TEACHER PROFESSIONAL DEVELOPMENT MODEL." World of academia: Culture, Education, no. 9 (November 30, 2023): 65–71. http://dx.doi.org/10.18522/2658-6983-2023-9-65-71.

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The teacher professional development model is an important part of teacher education and the key aspect in developing teacher’s individual style, consolidating their professional knowledge, and improving their teaching methods. In retrospect to value connotations, the article explores the evolutionary characteristics of the macro design from governmentled to multi-subject collaboration, the development of teacher groups from scattered groups to integration, and the development of individual teachers from passive to active professionals. As for the prospective view, the authors claim the need t

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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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Baxranova, Zubayda S. "CORPORATE CULTURE IN THE PROFESSIONAL TRAINING, PROFESSIONAL DEVELOPMENT AND RETRAINING OF TEACHERS." Oriental Journal of Education 02, no. 01 (2022): 97–104. http://dx.doi.org/10.37547/supsci-oje-02-01-15.

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In Uzbekistan, special attention is paid to quality control of higher education, training and qualification of managers and teachers. The sociality of each individual character, of course, is characterized by the desire and need to bear the burden of the cultural postulates of corporate communication that underlie the organization of the organization's activities. Reliable, competent leadership, corporate party culture can turn a public organization into a stable system of self-government through the mood of people, whose activities especially effectively set in motion all the systems of the o

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A.A., Bozorov. "THE INFLUENCE OF TEACHERS' EMOTIONAL STATES ON PROFESSIONAL DEVELOPMENT." American Journal Of Social Sciences And Humanity Research 4, no. 9 (2024): 96–101. http://dx.doi.org/10.37547/ajsshr/volume04issue09-15.

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This article highlights the professional competence, psychological characteristics, and qualities of professors and teachers. The growth of professional competence of professors and teachers is closely related to their professional activities, subjective qualities, and their ability to adapt to social situations, as well as the vertical relationships between their professional qualities.

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Kerwin-Boudreau, Susan. "The Master Teacher Program: Professional Development for College Teachers." LEARNing Landscapes 2, no. 2 (2009): 225–41. http://dx.doi.org/10.36510/learnland.v2i2.306.

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In this qualitative study I explored six college (CEGEP) teachers’ perspectives on teaching and learning over a two-year period, as they completed the first four courses in a professional development program, the Master Teacher Program (MTP). Repeated, semi-structured interviews were analyzed, using the complementary processes of categorizing and connecting. Results revealed, through four patterns and three major dimensions, a process of evolution from a teacher- to a learner-centered perspective.

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Pasichnyk, L. L. "TEACHER TRAINING CENTERS AS HEARTLAND OF TEACHERS’ PROFESSIONAL DEVELOPMENT." Innovate Pedagogy, no. 36 (2021): 31–35. http://dx.doi.org/10.32843/2663-6085/2021/36.5.

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Gutierez, Sally B., and Heui-Baik Kim. "Becoming teacher-researchers: teachers’ reflections on collaborative professional development." Educational Research 59, no. 4 (2017): 444–59. http://dx.doi.org/10.1080/00131881.2017.1347051.

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Kantayeva, Gulnur, Aizhan Baltynova, Altynay Dossanova, Alzhanova Ainash, and Farida Ospanova. "Pedagogical basis of the development of future teachers’ didactic culture: Key components of formation." International Journal of Innovative Research and Scientific Studies 8, no. 1 (2025): 2203–12. https://doi.org/10.53894/ijirss.v8i1.4931.

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The purpose of this study is to explore how the development of professional and didactic culture is shaped by the pedagogical ideal of an integral teacher’s personality. It aims to understand how didactic culture influences the teacher's professional competence, self-regulation, and self-development, ultimately contributing to their overall professional and pedagogical effectiveness. This research adopts a qualitative and interpretive approach, focusing on the theoretical and conceptual analysis of the professional and didactic culture of future teachers. It integrates pedagogical, psychologic

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Panchugina, Alexandra D., Anna V. Korotun, and Galina А. Kruglikova. "Personalization of Professional Development of Teachers in Formal and Informal Professional Development." Journal of Pedagogical Innovations, no. 2 (June 3, 2024): 70–86. http://dx.doi.org/10.15293/1812-9463.2402.07.

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Introduction. The article considers the problem of improving the professional development of teaching staff in terms of their involvement in continuing education, including through inclusion in formal and informal professional development. On the basis of the revealed contradictions, the problem of research is determined: how to personalize the professional development of teachers (including young teachers) in formal and informal professional development. The purpose of the study is to empirically test the effectiveness of the personalized professional development program for teachers in forma

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Asma, Khizar Khizar. "Reflection of Teacher Educator's Professionalism on Prospective Teachers." Global Social Sciences Review 4, no. 2 (2019): 298–306. https://doi.org/10.5281/zenodo.4383431.

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Reflection of teacher’s own professionalism matters so the present study aimed to evaluate the reflection of teacher educator’s professionalism on their students. The survey was conducted to collect data by using two self-developed questionnaires one for teacher educators and others for prospective teachers. A sample of 155 teacher educators and 200 prospective teachers participated in this study randomly selected from one general university of Islamabad and seven universities of Punjab province. Analyses revealed that prospective teachers were highly reflecting professional attitu

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Choi, Jisun, and Jin Sunwoo. "Changing professional noticing in maths lessons through professional development program using educational technology." Korean School Mathematics Society 27, no. 4 (2024): 687–703. https://doi.org/10.30807/ksms.2024.27.4.010.

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Although the use of educational technologies in mathematics teaching is gradually increasing, research on teachers' perceptions of mathematics teaching using these technologies is limited. This study developed a professional development program to train in-service primary school teachers to effectively integrate educational technologies into their mathematics teaching. It analysed how teachers' professional noticing changed as a result of participating in this program. As part of the program, participants wrote an analysis paper after observing mathematics lessons before and after the program,

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Vidaković, Mirna. "Business English teachers' professional development: The teachers' perspective." Nastava i vaspitanje 67, no. 2 (2018): 311–26. http://dx.doi.org/10.5937/nasvas1802311v.

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D. Cabugatan, Yvonie. "TEACHERS’ TRAINING NEEDS ANALYSIS AND TEACHERS’ PROFESSIONAL DEVELOPMENT." International Journal of Management Studies and Social Science Research 06, no. 04 (2024): 126–33. http://dx.doi.org/10.56293/ijmsssr.2024.5112.

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The study’s central point would be to analyze the training needs of the Fred Johnson Elementary School teacher, Don Marcelino under the umbrella of the Division of Davao Occidental. Specifically, it sought to answer the questions on the profiles of teachers in terms of Educational Attainment; Number of Years in Service; and Number of related training attended. It also sought to determine the teachers’ professional needs in terms of Content Knowledge and Pedagogy; Learning Environment; Diversity of Learning; Curriculum and Planning; Assessment, and Reporting; Community Linkages; and Personal Gr

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