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Journal articles on the topic 'Professional development of the teacher'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 July 2025

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1

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

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In an educational milieu student learning outcomes are directly related to teacher professional identity (TPI) i.e. improvement in the TPI will bear a direct positive effect on the learners’ academic achievements. Current study focuses on the development of TPI of English as a Foreign Language Teacher at English Language Institute (ELI) of a Saudi Arabian university through an in-service Cambridge English Teachers (CET) Professional Development (PD) program (CET-PD). Five determinants of TPI - Knowledge of Teaching Context (KCT), Collegial Collaboration (CC), Teaching Practices (TPs), Teacher

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

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

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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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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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Humes, Walter. "Conditions for Professional Development." Scottish Educational Review 33, no. 1 (2001): 6–17. http://dx.doi.org/10.1163/27730840-03301001.

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This article seeks to contribute to the debate about the professional development of teachers, following the publication of the McCrone Report and subsequent settlement. It starts by identifying some key features, both negative and positive, of the current context of Scottish educational policy: here it is argued that the year 2000 can be regarded as an important watershed in the evolution of Scottish education. The middle section focuses on the recent history and current state of teacher education, taking account of political and professional views on both Initial Teacher Education and Contin

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Avdeeva, Tat’yana I. "Professional Teacher Development in Educational Organizations." International Journal of Psychosocial Rehabilitation 24, no. 3 (2020): 3021–33. http://dx.doi.org/10.37200/ijpr/v24i3/pr2020333.

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Akhtar, Masroor. "Teacher Professional Development and Instructional Quality." International Journal of Science and Research (IJSR) 13, no. 3 (2024): 1203–5. http://dx.doi.org/10.21275/sr24318123356.

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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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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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Rosen, Tracy. "Storytelling in Teacher Professional Development." LEARNing Landscapes 11, no. 2 (2018): 303–18. http://dx.doi.org/10.36510/learnland.v11i2.964.

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Teacher voices hold weight for their colleagues. When teachers tell a story of a positive experience with technology (or other teaching tools or strategies), they are showing that it is possible. “Stories, particularly those that are concrete and readily identified with, are particularly powerful for transferring knowledge rich in tacit dimensions” (Swap, Leonard, Shields, & Abrams, 2001, p. 105). When teachers share their stories with each other, they create a reality based on concrete possibility. This article will focus on how we use teacher stories and conversations in profession

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Rutter, Alison. "Teacher Choices: Teacher Development." Teachers College Record: The Voice of Scholarship in Education 119, no. 14 (2017): 1–32. http://dx.doi.org/10.1177/016146811711901409.

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This article explores the individual and institutional professional choices related to the teacher development of the 19 exemplar elementary, secondary English, and math teachers who were still teaching 10-plus years after they entered teaching, either through New Jersey's alternate route (AR) program or college-based (CB) programs in the state. By examining the history of teacher development reform movements affecting the careers of these teachers and the ways in which these exemplar teachers chose to build their careers, two case studies are drawn to demonstrate the impact of the institution

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Taylor, Mike, Anne Yates, Luanna H. Meyer, and Penny Kinsella. "Teacher professional leadership in support of teacher professional development." Teaching and Teacher Education 27, no. 1 (2011): 85–94. http://dx.doi.org/10.1016/j.tate.2010.07.005.

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Tapadia, Swapnaja. "Teacher Professional Development and Teaching Quality." Journal of Educational Research and Policies 6, no. 11 (2024): 56–58. https://doi.org/10.53469/jerp.2024.06(11).12.

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For pupils to learn effectively, the quality of the instruction is critical. To become even more skilled educators, teachers must continue to learn. We refer to this procedure as "professional development. " In this study, we examined the relationship between teaching quality and professional development for teachers. We discovered that children typically learn more when teachers receive quality training and assistance to enhance their teaching abilities. Additionally, we discovered that instructors are more likely to employ successful teaching techniques in their classrooms when they feel enc

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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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Meesuk, Parinya, Angwara Wongrugsa, and Thipwimol Wangkaewhiran. "Sustainable Teacher Professional Development Through Professional Learning Community: PLC." Journal of Teacher Education for Sustainability 23, no. 2 (2021): 30–44. http://dx.doi.org/10.2478/jtes-2021-0015.

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Abstract In Thailand, in-service teachers’ professional development has been implemented through the Professional Learning Community (PLC) program for more than four years to develop teachers’ sustainably. The sustainable development program has spread across the country in the Thai Teacher Council network. The research goals are as follows: (1) to evaluate the causes and results of the Professional Development Program in the form of a Professional Learning Community conducted by the Teachers’ Council of Thailand and (2) to analyze factors affecting success and sustainability of the teacher pr

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Hill, Heather C. "Fixing Teacher Professional Development." Phi Delta Kappan 90, no. 7 (2009): 470–76. http://dx.doi.org/10.1177/003172170909000705.

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Javornik Krečič, Marija, and Eva Konečnik Kotnik. "Teacher Educator's Professional Development." Journal for Geography 9, no. 2 (2014): 83–90. http://dx.doi.org/10.18690/rg.9.2.3929.

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This study examines the stages of teacher educators’ professional development. In a framework based on the literature on teacher professional development, we focus especially on the stages/levels of teacher educators’ professional development. The Results of an empirical study conducted at the University of Maribor in February 2012 indicate that there are no differences between the stages of professional development of teacher educators and non-teacher educators.

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Putri Permata Assiddiq Harahap, Siti Zahra Siagian, Victoria Grace Daely, Yeni Yolanda Simbolon, Yuli Indriani Lubis, and Jamaludin Jamaludin. "Pengaruh Organisasi Profesi Guru pada Pengembangan Profesionalisme Guru di Sekolah Menengah Pertama." Atmosfer: Jurnal Pendidikan, Bahasa, Sastra, Seni, Budaya, dan Sosial Humaniora 2, no. 2 (2024): 62–65. http://dx.doi.org/10.59024/atmosfer.v2i2.775.

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This research aims to analyze the influence of professional teacher organizations on the development of teacher professionalism in junior high schools. Teachers as professionals need a platform to improve their competence and develop themselves on an ongoing basis. Teacher professional organizations play an important role in facilitating teacher professionalism development activities. This research uses a library method by collecting and reviewing various literature sources such as books, journals, research reports and scientific articles that are relevant to the research topic. The collected

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Kelly, Cara L., Laura L. Brock, Julie Dingle Swanson, and Lara Walker Russell. "Teacher Engagement Scale for Professional Development." Journal of Educational Issues 8, no. 1 (2022): 261. http://dx.doi.org/10.5296/jei.v8i1.19636.

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Teacher professional development aims to bolster effective instructional practices that enhance student learning. The development of the Sustained Investment and Teacher Engagement Scale for Professional Development (SITES-PD) grew out of a need to understand how teachers respond to opportunities for professional learning in ways that contribute to skill improvement. One hundred and eight elementary teachers participated in a sustained professional development coaching intervention. Prior to and following the intervention, data were collected from multiple sources (e.g., teacher report, blind

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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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Hasanah, Sitti Uswatun, and Sulha Sulha. "Teacher Professional Development In Scientific Writing." JETL (Journal of Education, Teaching and Learning) 7, no. 1 (2022): 45. http://dx.doi.org/10.26737/jetl.v7i1.2810.

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Teachers as professionals have very important functions, roles, and positions in achieving the vision of national education, namely creating intelligent and competitive Indonesian people. Teachers should develop their profession as a dignified profession. One form of teacher professional development is to write scientific papers, but the reality in the field is that teacher activities are still in the vision and mission of education and teaching while scientific vision and mission in the form of scientific writing and publications are often neglected. This study used a qualitative approach wit

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Kimshanov, Kushtarbek, and Totukan Dyikanbaeva. "Teacher Professional Development and Appraisal." TARBIYA: Journal of Education in Muslim Society 2, no. 2 (2015): 146–52. http://dx.doi.org/10.15408/tjems.v2i2.2802.

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Abstract The paper is based on analysis of international literature on school teacher appraisal and professional development. Teacher appraisal is a very important area of study, and traditionally it has been quite a contested field as well. Teachers used to feel tension and anxiety due to unfair teacher appraisal, and they often reacted to teacher appraisal with resentment and nervousness. Historically, teacher teacher appraisal was aimed to inform the issues and training considerations in education during the decades of the seventies and was establish to exercise greater accountability to ma

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Høydalsvik, Torhild Erika Lillemark. "The hidden professionals? An interview study of higher education-based teacher educators´ professional identity." Nordisk tidsskrift for utdanning og praksis 13, no. 2 (2019): 93–113. http://dx.doi.org/10.23865/up.v13.1974.

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This article investigates teacher educators’ self-understanding by asking how they explain their professional identities as teacher educators, based on socialisation and further professional development. Teacher educators facilitate learning from the initial teacher education phase to in-service teachers’ further professional development. The data consists of thirteen qualitative semi-structured interviews and two focus-group interviews with teacher educators from two universities in Norway. Using Bryman’s four-stage approach of analysis, 15 categories were re-organised into three main categor

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Hamidulloh, Ibda, Syamsi Ibnu, and Rukiyati Rukiyati. "Professional elementary teachers in the digital era: A systematic literature review." International Journal of Evaluation and Research in Education (IJERE) 12, no. 1 (2023): 459–67. https://doi.org/10.11591/ijere.v12i1.23565.

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Teachers of elementary school must be professional and have digital skills in Revolution 4.0, and Society 5.0 age progresses. This article includes a thorough assessment of the research on elementary school teachers’ professional competence, professional development, and digital competence. This research is needed to determine what professional elementary school teachers did and why they should be professionals in the digital age. The writing of this systematic review of literature articles was assisted by the Publish or Perish 7, Mendeley, VOSviewer, and Nvivo 12 Plus application. The s

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Jun, Li, Xiao. "Principals’ Instructional Leadership: Fostering Teacher Professional Development." SIJ Transactions on Industrial, Financial & Business Management 02, no. 03 (2014): 17–23. http://dx.doi.org/10.9756/sijifbm/v2i3/0204550401.

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Szymańska-Tworek, Aleksandra. "Mentoring as Professional Development for Mentors." Theory and Practice of Second Language Acquisition 8, no. 2 (2022): 1–22. http://dx.doi.org/10.31261/tapsla.11716.

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The present paper concerns the topic of mentoring in the context of pre-service teacher education. Mentoring refers here to assistance or guidance provided by a school-based teacher who agrees to mentor a student teacher during her or his practicum. More specifically, the paper examines if mentoring can be recognized as a form of professional development for mentor teachers. While a great deal of literature has looked at the benefits student teachers gain from mentoring, an ongoing line of research has acknowledged that teachers in their roles as mentors also can benefit professionally from th

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AbdulRab, Hanan. "Teacher Professional Development in the 21st Century." African Journal of Education and Practice 9, no. 4 (2023): 39–50. http://dx.doi.org/10.47604/ajep.2237.

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Purpose: Professional development of teachers is a lifelong process which begins with the initial preparation that teachers receive and continues until retirement. The importance of teacher professional development stems from the fact that teachers are the most important change agents in the educational system. This paper investigates teacher professional development in the 21st Century in terms of the three theories: constructivism theory, adult learning theory and transformational leadership theory. Methodology: This theoretical paper draws from the three theories: constructivism theor

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Supriyadi and Elya Nusantari. "Teacher Professional Development Through Writing Scientific Papers." Revista de Gestão Social e Ambiental 18, no. 10 (2024): e09078. http://dx.doi.org/10.24857/rgsa.v18n10-124.

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Objektive: This research aims to develop teacher professionalism through the writing of scientific papers. Theoretical Framework: Professional teachers will be reflected in the implementation of the service of tasks characterized by the presence of expertise, both in materials and methods. In addition, it is also shown through his responsibility in carrying out all his devotion. Professional teachers should be able to bear and carry out their responsibilities as teachers to their learners, parents, society, nation, state, and religion. Professional teachers have personal, social, academic, mor

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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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Bredeson, Paul V. "Union Contracts and Teacher Professional Development." education policy analysis archives 9 (July 26, 2001): 26. http://dx.doi.org/10.14507/epaa.v9n26.2001.

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In this article, I report the results of an investigation that examined the impact of teacher union contracts on the development of professional learning communities in schools. There are three primary sources of data used in the study: 1) 100 written teacher union contract documents; 2) structured interview data from 21 educators (school superintendents, principals, directors of staff development, and teacher union representatives; and 3) focus group interview data from educational leaders in schools. The analysis and discussion focus on five areas related to teacher professional development

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Vaughan, Michelle, and Craig A. Mertler. "Reorienting Our Thinking Away From “Professional Development for Educators” and Toward the “Development of Professional Educators”." Journal of School Leadership 31, no. 6 (2020): 569–84. http://dx.doi.org/10.1177/1052684620969926.

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In this article, we look in general at the nature of a profession, how the teaching profession has become deprofessionalized, and various ways in which teachers perceive their profession. We continue by examining ways that teachers can regain a sense of professionalism—through the application of action research and other forms of teacher inquiry—as well as how these activities and initiatives can help teachers to build capacity, regain their lost autonomy, and lend voice to their professional work, especially in light of the recent and current COVID-19 pandemic. Next, we present support for th

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Morris, William V. "Culture of Inquiry in Professional Development." International Journal of Educational Reform 26, no. 2 (2017): 123–31. http://dx.doi.org/10.1177/105678791702600202.

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Research on teacher collaboration and student achievement, along with culture of inquiry theory, was reviewed in an attempt to propose a theory of culture of inquiry for teacher professional development. Three empirical studies on teacher collaboration revealed positive correlations between teacher collaboration and student achievement. The literature on culture of inquiry and relevant theory from organizational management yielded five characteristics essential to a culture in which teachers plan and carry out professional development to evaluate and experiment with new teaching methods: trans

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Behrens, E. Diane. "Teacher Perceptions of a Consulting Teacher Model for Professional Development." Journal of School Leadership 5, no. 5 (1995): 482–503. http://dx.doi.org/10.1177/105268469500500504.

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Teachers’ perceptions of the Consulting Teacher Model in Albemarle County, Virginia were examined. Data collected from five consulting teachers and ten client teachers were utilized in a case study approach to describe five professional development clusters—each consisting of one consulting teacher and two client teachers. Five themes emerged from a cross-case analysis: receptivity to assistance, value of collegiality, viability of the role, consulting teacher as change agent, and teacher empowerment. Consulting teachers helped client teachers grow professionally and promoted different perspec

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МАТВЕЕВА, Елена Фёдоровна. "Профессиональные обучающиеся сообщества в системе непрерывного профессионального развития учителей в России и Сингапуре". Известия Восточного института 47, № 3 (2020): 59–69. http://dx.doi.org/10.24866/2542-1611/2020-3/59-69.

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В статье поднимается проблема управления профессиональным развитием учителя в России и в Сингапуре; освещается опыт непрерывного повышения квалификации педагога в Сингапуре посредством создания профессиональных обучающихся сообществ; раскрываются особенности организации работы сингапурских профессиональных обучающихся сообществ в школах, принципы их функционирования. В сравнительном ключе актуализируются вопросы развития профессионализма педагога в России, опыт региональных практик повышении квалификации педагогов, неформального объединения педагогов, инновационных практик дополнительного проф

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Palko, Tetiana. "CONTINUOUS PROFESSIONAL DEVELOPMENT AS A COMPONENT OF TEACHER'S SELF-REFERENCE." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 2(49) (December 18, 2021): 140–44. http://dx.doi.org/10.24144/2524-0609.2021.49.140-144.

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The article deals with the new opportunities for teachers’ creative self-realization and self-improvement in the context of educational reform with the application of the Framework for Continuous Professional Development of Teachers. The relevance of this topic is caused by the search for mechanisms of self-reflection, self-actualization, and self-development of the teacher. This is encouraged by the Teacher Framework for Continuing Professional Development, which is a guideline for creating innovative models of professional development of teachers. The purpose of the article is to reveal new

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Bulanova, Marina B. "TEACHER: SIDES OF PROFESSIONAL DEVELOPMENT." RSUH/RGGU Bulletin. Series Philosophy. Social Studies. Art Studies, no. 4 (2022): 89–98. http://dx.doi.org/10.28995/2073-6401-2022-4-89-98.

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The article aims to show the various sides of the teaching profession, to determine the features of professional training in that field of human activity. Using the methodology of M. Weber, the author reveals the reasons for the influence of a teacher on his students, associated with the preservation of traditions, special personal charisma, as well as business competencies. Proposing to divide teachers into two groups (by vocation and by profession), the author touches on a sore subject that caused a wide public discussion – the attribution of education to the service sector. To determine the

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Ibda, Hamidulloh, Ibnu Syamsi, and Rukiyati Rukiyati. "Professional elementary teachers in the digital era: A systematic literature review." International Journal of Evaluation and Research in Education (IJERE) 12, no. 1 (2023): 459. http://dx.doi.org/10.11591/ijere.v12i1.23565.

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<span lang="EN-US">Teachers of elementary school </span><span lang="EN-US">must be professional and have digital skills in Revolution 4.0, and Society 5.0 age progresses. This article includes a thorough assessment of the research on elementary school teachers’ professional competence, professional development, and digital competence. This research is needed to determine what professional elementary school teachers did and why they should be professionals in the digital age. The writing of this systematic review of literature articles was assisted by the </span><span

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Walkoe, Janet, Caroline (Caro) Williams-Pierce, Virginia J. Flood, and Margaret Walton. "Toward Professional Development for Multimodal Teacher Noticing." Journal for Research in Mathematics Education 54, no. 4 (2023): 279–85. http://dx.doi.org/10.5951/jresematheduc-2020-0326.

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Considerable research has been conducted on the critical role of gesture and action in children’s mathematical thinking. However, teacher professional development (PD) has not tended to include specific supports for attending to nonverbal student thinking. In this Brief Report, we argue for including supports for multimodal teacher noticing in teacher PD. We illustrate how a targeted intervention can relatively quickly support teachers in learning to notice multimodal student thinking and demonstrate how shifting teachers’ attention to gesture can enrich how they interpret the details of stude

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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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Thant Sin, Khin Khin. "Curriculum development as a tool for professional development." GiLE Journal of Skills Development 1, no. 2 (2021): 29–43. http://dx.doi.org/10.52398/gjsd.2021.v1.i2.pp29-43.

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This study investigates teacher participation in national curriculum development in Myanmar. The purpose of this study is to explore teacher learning and reflection during the process of curriculum development through collaboration and communication. A qualitative research method has been applied in this study. Six participants participated in the study through individual interviews. The participants include six school teachers from Basic Education High Schools, specifically, two curriculum developers, two teachers who delivered the subject content of the new curriculum to their colleagues and

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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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Hafiz Nurulhaq, Gulam, Eri Kurniawan, Ihsan Hikmawan, Regiana Ginanjar, and Firman. "The Teacher Community Role toward Teacher Professionalism on Designing EFL Instructional Objectives." Inspiring: English Education Journal 7, no. 1 (2024): 140–62. http://dx.doi.org/10.35905/inspiring.v7i1.8940.

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Developing professional competence is always required by the teacher to present meaningful learning experiences to reach the goal. Moreover, the pandemic has changed every side of life, including teaching and learning activities. One of the competencies is designing the instructional objectives, and the teacher community can support their development. This study explores the role of the teacher's community in developing teachers' professional competence in designing the instructional objective in the EFL context. This study uses qualitative methods with questionnaires and interview instruments

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

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The aim to develop models of education and training that are effective in improving teacher competencies. The research method uses non-experimental explanatory and R & D method. The research sample is a high school economic teacher in the Greater Bandung area. Data collection using a questionnaire. Based on the education and training model that was once followed by economic teachers, the results of the research showed that teachers of professional education and training are very helpful in improving teacher professionalism, the form of online learning is very difficult for teachers, especi

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SHYMANOVYCH, I. "ТЕОРЕТИЧНІ ОСНОВИ ПРОФЕСІЙНОГО САМОВИХОВАННЯ МАЙБУТНЬОГО ВЧИТЕЛЯ". Scientific papers of Berdiansk State Pedagogical University Series Pedagogical sciences 1, № 1 (2023): 426–33. http://dx.doi.org/10.31494/2412-9208-2023-1-1-426-433.

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The article highlights some theoretical issues which are crucial for future teachers’ consistent professional growth. The paper touches upon the essence of the concept of «professional self-development» within the framework of teacher training. The research fundamental idea is traced back to its scientific origins an analysis is conducted to define the concept. It is stated that despite many published works that focus on or address a particular topic, there is ambiguity of approaches to the interpretation of «professional self-development» in scientific and pedagogical literature. The paper pr

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Sobkin, V. S., and D. V. Adamchuk. "On Teacher Professional Development: Improving Professional Qualifications and Membership in Professional Teacher Communities." Russian Education & Society 57, no. 11 (2015): 991–1017. http://dx.doi.org/10.1080/10609393.2015.1187012.

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Sprouse, Michelle Lee. "Collaborative Professional Development through a Critique Protocol." English Journal 106, no. 2 (2016): 62–67. http://dx.doi.org/10.58680/ej201628828.

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The most common forms of teacher professional development are ineffective and lead to low teacher satisfaction. A critique protocol offers an alternative that intellectually engages teachers and fosters meaningful collaboration at different career stages.

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McKim, Aaron, and Lauren K. McKim. "Enhancing professional development by increasing agricultural educator margin." Journal of Agricultural Education 64, no. 3 (2023): 16–25. http://dx.doi.org/10.5032/jae.v64i3.48.

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This philosophical study aims to inform improvements to teacher professional development by introducing and integrating principles from the Theory of Margin. Specifically, a critique of existing professional development norms illuminates traditional offerings increase teacher load without consistent increases in teacher power, leading to the conclusion that traditional professional development offerings do not consistently increase teacher margin and, thus, do not achieve their objective to enhance education through teacher-enacted innovation. To address this limitation, the Model for Margin-I

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Leonardo Lago, Juliano Camillo, and Cristiano Mattos. "Challenges in school-based teacher professional development." Gláuks - Revista de Letras e Artes 22, no. 2 (2023): 99–123. http://dx.doi.org/10.47677/gluks.v22i2.365.

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Teacher education has a long tradition of prescriptive curriculum-based and skills-centered models that convey simplistic conceptualisations of teacher learning. Only recently, this trend has shifted towards promoting teachers' agency in their own professional development. In this work, we reflected on the challenges faced ?while building one partnership based on teachers' inquiry during and over the pandemic. The intervention was targeted to promote classroom dialogue and should have employed the use of video recordings to capture and analyze teachers' practice. The main point addressed here

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