Relevant bibliographies by topics / Professional skills teachers

Contents

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

Academic literature on the topic 'Professional skills teachers'

Author: Grafiati
Published: 11 September 2021
Last updated: 12 February 2022

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Journal articles on the topic "Professional skills teachers"

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Bartkiv, Oksana, and Oksana Smalko. "FORMATION OF FUNDAMENTALS OF PEDAGOGICAL SKILLS OF FUTURE TEACHERS." Scientific Bulletin of Uzhhorod University. Series: «Pedagogy. Social Work», no. 1(48) (May 27, 2021): 24–28. http://dx.doi.org/10.24144/2524-0609.2021.48.24-28.

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present paper addresses the issue of formation of foundations of pedagogical skills of future teachers. Due to the requirements of the concept of a New Ukrainian School, since a modern school needs a successful teacher who can solve professional problems in the quality of teaching, the use of interactive technologies in the educational process, and the establishment of its interaction between actors based on parity and cooperation. The article aims to determine the essence and components of teacher’s pedagogical skills and the peculiarities of their formation among the future teachers. The realization of the goal requires solving the following problems: 1) to reveal the essence of pedagogical skill and structure: 2) to offer various types of tasks to form the foundations of students’ pedagogical excellence. We used scientific methods of analysis, synthesis to clarify the essence and components of professional competence of future teachers, the definition of interactive methods and techniques for their effective formation in students; methods of generalization and systematization to formulate views on the interpretation of the essence of the concept of «pedagogical skills of a teacher». We defined the following teacher’s pedagogical skills as one of the most important and interconnected at each level of teacher training and self-improvement: readiness to perform professional pedagogical activity; integrating pedagogical creativity; professionally essential qualities; individual and activity components of pedagogical skills. We proposed tasks to form the individual (professionally important qualities) and activity (build a competent model, create a «value profile of an individual», readiness to fulfil the professional role as a teacher − innovator, coach, facilitator, tutor, mentor) components of future teacher’s pedagogical skills. We emphasize the importance of using pedagogical empowerment as future teachers’ ability to demonstrate pedagogical skills and confident implementation of professional activities.
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Woolf, Sara B. "Critical Skills for Special Educator Effectiveness: Which Ones Matter Most, and to Whom?" Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 42, no. 2 (May 28, 2018): 132–46. http://dx.doi.org/10.1177/0888406418776714.

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Special education teachers are expected to fulfill diverse teaching and nonteaching tasks in comparison to their general education peers. However, their performance is evaluated with measures that were normed for use with general education teachers. These specialty teachers are also routinely evaluated by professionals who may lack formal special education training or experience. These conditions render special educators vulnerable for inaccurate performance evaluation. Explicit research is needed to clarify the professional skills that are most critical to special educators’ professional effectiveness and ensure continuity of focus on these skills in preservice teacher education and employment contexts. This qualitative study builds on an earlier empirical investigation that demonstrated consensus among three sets of professionals that the standards developed by Council for Exceptional Children’s (CEC) represented skills that are critical for special education teacher effectiveness. The current study describes which skill domains were identified as critical for special education teacher effectiveness across participant groups and those that reflected distinct groups’ perspectives. Implications for future research are presented relative to strategies to more clearly articulate special education teacher expertise and ways to strengthen continuity across preservice special education teacher education and in-service professional development contexts.
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Kukk, Airi, and Leida Talts. "Teachers' Self-Assessment of Their Professional Skills According to the Teachers' Professional Standard." Journal of Teacher Education for Sustainability 8, no. 1 (January 1, 2007): 14–24. http://dx.doi.org/10.2478/v10099-009-0009-2.

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Teachers' Self-Assessment of Their Professional Skills According to the Teachers' Professional StandardThe expectations of teachers' role image have altered due to the quick changes in Estonian post-socialist society. Class teachers graduate from Tallinn University with a basic knowledge of teaching and readiness for continuous learning and self-development through daily work aimed at developing their professional competence. Teachers' 5th Professional Standard has been accepted to regulate teachers' work in Estonia. Participation in educational life fosters self-development and shapes professional and individual identity. Teachers' professional standard can guide teachers in assessing their own professional skills, including essential competence such as planning and guiding, creating the learning environment, motivating learning, co-operation, communication, and self-analysis. The research problem is: how do the teachers assess their professional skills? The data have been gathered using educational-ethnographic essay and a questionnaire clarifying the correspondence of teachers' professional skills to the standard of professional competence. The research is located within the qualitative paradigm. The highest value was attributed to the skill to consider the individual differences of each child and command of versatile teaching methods. The further development is needed in areas of sharing one's thoughts and experience with colleagues and parents' involvement in co-operation.
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Jazilah, Khoirul. "Penguatan Soft Skill Guru PAI di SDI Tebuireng ir.Soedigno Kesamben." TARBIYA ISLAMIA : Jurnal Pendidikan dan Keislaman 8, no. 1 (March 12, 2019): 94. http://dx.doi.org/10.36815/tarbiya.v8i1.348.

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Abstract: This study aims to describe the competence of the Islamis Studies (PAI) teacher at SDI Tebuireng, Kesamben. The results obtained from this research are; 1. PAI Teachers’ soft skills in SDI Tebuireng Ir. Soedigno Kesamben is very good, that consist of communication skills, time management skill, flexibility in carrying out work and responsibilities, emotion management skill, giving motivation skills, team-working skills, having ethics and morals, polite in appearance, having SQ spiritual skills, self-developing and tolerating. 2. Making efforts to strengthen PAI teachers’ soft skills at SDI Tebuireng Ir. Soedigno Kesamben that are teacher planning system, (which includes religious exams, personality psychology exams, professional examinations and practice exams), teacher-apprenticeship programs, the Quran science skill upgrading, teacher’s character upgrading, the ‘wise week’ program, students’ home visit, conducting Friday pahing prayer, rolling leadership and coffee break. It it is suggested for teachers to always develope their soft skills by reading a lot of literature and also reminding one another
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Kucheriavyj, Alexandr. "THE REGULARITY OF THE FUTURE TEACHER`S PEDAGOGICAL MASTERSHIP DEVELOPMENT UNDER THE INFLUENCE OF PROFESSIONAL SELF-EDUCATION AND SELF-UPBRINGING." Aesthetics and Ethics of Pedagogical Action, no. 13 (March 9, 2016): 81–91. http://dx.doi.org/10.33989/2226-4051.2016.13.171544.

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The problems solved in the article are as follows: 1) the search process of methodological base of the future teachers' and practical teachers' pedagogical mastership development regularity is exposed; 2) the national and categorical system of framework of the pedagogical mastership theory, its generic and base components are outlined; 3) the integral aggregate of the regularities of the future teachers and practical teachers masterships development under the influence of professional self- education and self-upbringing is determined.Methodologically justified (on the philosophical, general scientific and specific scientific level methodology) are the basic laws of development of pedagogical skills of future teachers and teacher-practice: 1) methodology explanations of pedagogical skill of the individual self-creativity means naturally takes into account the heterogeneity of the various knowledge (ontological, professional pedagogical or historical ) on the theory of teacher skills, theory and technology of professional self- education and self-education; 2) the reasons for the development of pedagogical skills of future teachers practice logically formed in the process of emotional experience and understanding of their values and the content of its highest highest levels as a person; 3) development of pedagogical skills naturally determined on the basis of innovation orientation of the individual layers, her career and the needs of society in the renewal of teacher education and professional means of self-creativity creativity of students and teachers; 4) the content of pedagogical skills of future teachers and teacher- practice regularly due to its objectives in social and personality-developing aspects; 5) the quality of renovation "self-concept" of teaching personality development skills naturally depends on the state of reflection of professional development and improvement; 6) the subject of pedagogical skill activity increases regularly as a result of growth of the culture of his self-creativity.
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Huy, Nguyen Hoang Doan, Nguyen Ngoc Quynh Anh, and Bui Thanh Dieu. "Action Research in Vietnamese Schools as a Tool for Teacher Professional Development." International Research in Education 6, no. 2 (July 18, 2018): 15. http://dx.doi.org/10.5296/ire.v6i2.13037.

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Educational research skill which is considered as a component of professional development competence of Vietnamese teachers, is an indicator of the Vietnamese teacher professional competences standards approved by the Ministry of Education and Training. Many activities have been organizing to enhance the teacher research skills in Vietnamese schools. The article deals with the possibilities of the incorporation of action research – a form of educational research – into teacher professional development; shows a relative status of Vietnamese teachers’ competence on action research; and thus, proposes some orientations on promoting teacher professional development through developing action research skills in Vietnamese schools.
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Stammen, Andria, Kathy Malone, and Karen Irving. "Effects of Modeling Instruction Professional Development on Biology Teachers’ Scientific Reasoning Skills." Education Sciences 8, no. 3 (August 8, 2018): 119. http://dx.doi.org/10.3390/educsci8030119.

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International assessments have revealed that students in numerous nations lack scientific reasoning skills. Science teachers who support students’ scientific skill development through the use of authentic practices provide students with tools needed for success in future science courses. Teachers training focused on pedagogy that supports student scientific reasoning development is particularly important as some studies have also suggested that pre-service teachers have a tendency to display a lack of scientific reasoning skills. Additionally, few studies exist that assess teachers’ scientific reasoning skills, including the effectiveness of professional development to strengthen teacher scientific reasoning abilities over time. To help fill this gap, this study examines the effects of a Modeling Instruction in a biology workshop on teachers’ scientific reasoning skills. In addition to teacher interviews, focus groups, and writing samples, data from Lawson’s Classroom Test of Scientific Reasoning (LCTSR) were collected from teachers before and after the workshop. The results suggest that the three-week Modeling Instruction in the biology workshop contributed to gains in in-service teachers’ scientific reasoning, and thus provides evidence that the teachers in this study are more prepared to help develop similar skills with their own students as they engage in the Modeling Instruction curriculum.
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Tkavashvili, Eka. "THE IMPACT OF TEACHER PROFESSIONAL DIARY ON THEIR REFLECTIVE, COMMUNICATIVE AND PROFESSIONAL SKILLS." Problems of Education in the 21st Century 79, no. 2 (April 10, 2021): 273–95. http://dx.doi.org/10.33225/pec/21.79.273.

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Teacher professional diaries are teacher reflections on their own and their colleagues’ observed practice. They are effective tools of increasing teacher qualification. Few research studies worldwide, while no such research studies in Georgia have been conducted on the impact of the application of reflective diaries on teachers’ reflective, communicative, and professional skills. Therefore, the aim of the research was to find out whether teachers’ reflective, communicative, and professional skills developed as a result of the application of reflective diaries, and if so, to what degree they increased. Quantitative research (an experiment with participation of 62 teachers) was held, with an experimental group whose participants wrote reflective diaries for 9 weeks and a control group which did not undergo any special treatment. A 5-point Likert scale questionnaire was developed, and its reliability and validity were assessed. Pre-experimental and post-experimental self-assessment questionnaire was held, the results were assessed and compared through descriptive statistics and a T-test. The results revealed that there was a positive average relationship between the application of diaries and reflective thinking, communicative and professional skills. According to the study results, the application of teacher reflective diary can be recommended as an effective tool for the development of reflective thinking, communication, and professional qualification. Keywords: communicative skills, professional skills; reflection diary, reflective thinking skills
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Viršulienė, Kristina. "Developing Student-teacher’s Instructional Communication Skills through Teaching Practice: the Attitudes of Mentors." Pedagogika 121, no. 1 (April 22, 2016): 101–12. http://dx.doi.org/10.15823/p.2016.07.

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The article analysis the attitudes of mentors to the development of student-teacher’s instructional communication skills through teaching practice. The objective of the research was to reveal the opinion of the mentors about the development of student-teacher’s instructional communication. For that purpose observation was carried out in the natural environment. That helped to reveal the peculiarities of students’ instructional communication skills at teaching practice. Semi-structured interview methods were applied to interview the mentors. The data obtained via the Questionnaire for Mentors allowed to assess the student-teachers’ communication skills, and to identify the key factors for theirs’ professional improvement. The interview data analysis presents mentors’ opinion about the dynamics of the student - teachers’ instructional communication skills at teaching practice, the importance of consultations, student-teachers’ assessment of their instructional skills, needs and possibilities of the skill improvement. It became evident that mentors’ assessment differed according to their work experience. When speaking about students’ assessment, the mentors of considerable experience (more than 5 years of continuous pedagogical work experience) admitted, that they had known students well through observing, communicating, consulting them, when talking to their colleagues they could assess their achievements. While the inexperienced mentors communicated with the student-teachers in a more formal way, they were less prepared to supervise students, help them know themselves and improve their instructional skills. When considering improvement possibilities of teaching practice, all mentors claimed that student-teacher’s professional skills are being gained only by practicing. The mentors stressed that readiness for pedagogical professional practice is very much dependent on student’s ability to participate, to reflect, on willingness for self-knowledge as well as strong professional determination; results of individual practice and consultations with competent professionals.
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Voloshina, Olga. "FOREIGN LANGUAGE COMPETENCE OF TEACHERS." PEDAGOGY AND EDUCATION MANAGEMENT REVIEW, no. 1 (October 21, 2020): 71–78. http://dx.doi.org/10.36690/2733-2039-2020-1-71.

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This article considers the problem of connection between the foreign language communicative and professional competence of a teacher. The purpose of the article is to clarification of the level of the teacher's foreign language communicative competence is; determination of the main criteria and indicators that affect the level of the teacher's foreign language communicative competence. The research methodology includes the use of the following methods: mathematical and statistical methods of data, analysis. It has been established that professional competence is understood as the unity of his theoretical and practical readiness for professional activity, has a communicative orientation, characterizes a set of professionally important qualities and characteristics. It was found that foreign language communicative competence is a complex of knowledge, abilities and skills, as well as the experience of their use, which gives the teacher the opportunity to effectively and productively use a foreign language for professional activities. The level of foreign language communicative competence of teachers was clarified. It is proved that foreign language communicative competence is an important and integral part of the professional competence of a foreign language teacher.
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Dissertations / Theses on the topic "Professional skills teachers"

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Mitakos, Dimitrios. "Computer literacy among Greek primary school teachers : knowledge, skills and attitudes." Thesis, University of Bath, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311362.

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Reis, Jorge José Manuel. "On becoming a teacher-researcher in an academic context of in-service education : case study of a group of EFL teachers." Thesis, University of Bristol, 2000. http://hdl.handle.net/1983/1f62155e-3851-495c-a6ed-4fa720299c98.

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The study in this thesis is a longitudinal case study of a group of overseas teachers involved in research as part of an in-service B.Ed. (Honours) degree in TEFL. It addresses the process of development as teacher-researchers of the group during the course. In terms of outcomes it seeks to investigate the contribution, as perceived by the participants, of involvement in research to their professional development, and the impact of this experienceo n their ways of conceiving of teacher-researcha nd of themselves as reflective, enquiring practitioners. The findings of the study suggest that the adoption of a multi-stranded approach to involvement in research with in-service teachers may be desirable to the extent that it may foster the development of teachers as reflective practitioners, while also providing for their development at an academic level. However, the study also suggests that the particular type of approach to involvement in research undertaken by this group can be problematic, given the difficulties in reconciling the on-going professional development perspective with the certification element. The efforts to include a teacher-researche lement in degreec oursesf or teachersi s not unique to this course, and the conflict between the two aims may be relatively common. The end result is that the approach may require from participants a lot of effort to create a balance between their pedagogical expectations from the course and the criteria of academic certification. The study also provides some empirically-based analytical frameworks which may be of value in attempting to understand what happens when teachers encounter research.
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Mettler, Eunice. "Continuing Professional Teacher Development (CPTD) practices of teachers in working class schools in the Western Cape." University of the Western Cape, 2016. http://hdl.handle.net/11394/5355.

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Magister Educationis (Adult Learning and Global Change) - MEd(AL)
Continuing Professional Teacher Development (CPTD) of teachers at working class schools in South Africa has come under scrutiny over the past few years. Despite new education policies which incorporated the dire need for CPTD, the achievement of learners at working class schools remains poor. This investigation was prompted by the cause of this discrepancy. This study investigates the participation of teachers in Continuous Professional Development initiatives at working class schools in the Western Cape. The primary research question for this research paper is: “Why are teachers at working class schools not participating in CPTD initiatives as expected?” A qualitative approach within the interpretive paradigm was adopted throughout this study. The interpretive approach allowed the researcher to gain a more social world interpretation of the respondents as it provided insight in CPTD practices at working class schools. The process of data gathering was inductive as information emerges from interviews and questionnaires. Open-ended questionnaires and semi-structured interviews were used to gather data. The study comprised 15 respondents and included teachers at two schools and three officials from the Department of Education. The demographics of the two schools were similar which made it possible to ask the same questions for all respondents. The study highlighted the lack of participation of teachers in CPTD due to human, material and financial constraints. Urgent consideration needs to be given to eradicating these barriers for continuous professional development of teachers. Providers of CPTD should ensure that the needs of teachers are met and training should be embarked upon on a continuous basis. In addition, priority should be given to teachers employed at schools in working class areas.
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Hanifin, Pamela Anne, and res cand@acu edu au. "The Role of Reflection in Leading the Professional Development of the Advanced Skills Teacher." Australian Catholic University. School of Educational Leadership, 2000. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp208.12082009.

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This thesis critiques the role that reflection plays in leading teacher professional development. It critically explores the reflective processes that five Advanced Skills Teachers use to create meaning for their practice and to direct their professional learning. The research inquired into how this activity has contributed to their ongoing professional growth by connecting important learning events of the past, to decisions made and action taken when dealing with current problematic curriculum issues. This is relevant as the research was set within Brisbane Catholic Education during a time of system initiated curriculum reform. The theoretical framework for the research was primarily underpinned by critical social theory. It was also guided by an interpretative philosophy, In order to give some consideration to the personal dimension of experience. A case study approach was adopted as it promoted collaborative inquiry. This offered scope and flexibility to extrapolate and to critically explore the embedded values and thinking that underscored the teachers' decisions and actions. Most data were collected through a number of ongoing semistructured and open-ended interviews. The emergent design for the research allowed for systematic, yet flexible and ongoing data collection, analysis and participant feedback. Other supporting data included folio documentation, artefacts, an inquiry project summary sheet and a research diary. The research concluded that reflection plays an important role in enabling teachers to accept moral and professional responsibility for their own personal and professional development. However, this research has attested that there is no single model of what it means to be a reflective practitioner. Reflective practice and teacher professional development are highly idiosyncratic, complex and multi-dimensional phenomena that are clearly influenced by the interplay of a wide range of personal and contextual factors. The research revealed that teachers utilise a variety of reflective forms and processes, through various modes, to serve context specific interests. It also concluded that it was the teacher's explicit awareness of the critical intent behind thinking and subsequent action that appeared to be important to professional growth. This intent was consistently framed around each teacher's moral commitment of care and responsibility to the students as persons and learners. It became the most salient impetus behind professional deliberations and generative efforts to improve practice. Emotion tended to playa powerful, mediating role in this process. Moreover, reflection on the cognitive, affective and social dimensions of knowledge appeared to enable the teachers to consider the values• and ideals that underscored decisions and subsequent actions. The research concluded that reflection involves highly interactive cognitive and sensory processes that enable the teacher to connect with the self, with the students and with others in and beyond the school community. Reflective activity also seemed to enable the teachers to consider the consequences of dealing or not dealing with system initiated curriculum reforms, from the perspective of the students' best interests. The research revealed how the current emphasis on curriculum reform has influenced efforts to create a more holistic curriculum that gives attention to the person of the student. The modelling of reflective processes and the negotiation of aspects of the curriculum with the students provided worthwhile opportunities for these teachers, as well as their students, to articulate assumptions that underscored decisions and actions. The engagement in introspective self-dialogue, social reflection and reflective collaboration with peers and students appeared to enhance personal and professional development. This research also concluded that• administrative recognition and tangible support at the personal, school and system level provided conditions that were conducive to ongoing teacher renewal and development.
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Ebersold, Fay Ellen. "ACT and GPA as predictors of PPST scores for prospective teachers at UW-Stout." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001ebersoldf.pdf.

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Robinson, Linda Marie McDonald. "Perceptions of Preservice Educators, Inservice Educators, and Professional Development Personnel Regarding Effective Methods for Learning Technology Integration Skills." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3316/.

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This study examined educators' preferences for learning technology integration skills in order to provide the education community with justifiable data concerning the need for educator training alternatives. A survey was distributed to compare preservice educators, inservice educators, and professional development personnel's perceived effectiveness of eight training methods (N=759). The four research questions examined were: Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills? (2) Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills when categorized by age? (3) Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills when categorized by total hours of instruction? (4) Do differences exist among preservice educators, inservice educators, and professional development personnel in the perceived effectiveness of different methods for learning technology integration skills when categorized by locus of control? All groups were measured for similarities and differences in preferences on credit classes, workshops, open computer labs, technology personnel support, peer support, online help, printed documentation, and trial and error. In addition, those training preferences were cross-referenced with age, training hours, and the locus of control personality factor. MANOVAs and post-hoc analyses were performed for each major research question as well as trends in the data were examined. This study indicated that the most effective training methods were technical support, peer support, and credit courses. The least effective training methods were online help, printed documentation, workshops, and computer labs. Age, amount of training hours, and locus of control score did not provide as much information as did educator type when predicting training preference. Based on the findings of this study, it is recommended that educator training programs be revamped to include the methods that the educators themselves have affirmed as effective for learning technology integration skills. This assures that teachers are prepared to integrate technology into the curriculum and students are prepared for a technological society.
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Cole, Mark Remsen. "An Examination of Cooperating Teachers' Observations of Their Student Teachers in the Areas of Personal, Teaching, and Musical Skills in the Elementary Classroom." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5001.

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The purpose of this descriptive study was to examine the observations of elementary school music teachers regarding the level of preparation of their most recent student teachers at the beginning of their student teaching experience. Twenty-seven elementary music teachers participated in a survey rating the preparedness of their student teacher in the areas of personal, teaching, and musical skills, and provided free-response feedback concerning the skills and abilities they observed as strong and weak. These responses were compared to the 1997 research completed by David Teachout, where preservice teachers and experienced teachers were asked to list what they felt were the forty most important skills necessary for success in regard to new music teachers. The results of the survey found a shift in emphasis in personal skills toward skills related to relationship quality with the students. Teaching skills surrounding Classroom Management were considered important but were the weaker of the demonstrated abilities. Musical skills showed the closest alignment between what was considered essential and demonstrated strength. Additional skills, both strong and weak were noted, and implications for the music teacher curriculum was discussed.
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Almethen, Mazen Abdurhman. "SAUDI SPECIAL EDUCATION TEACHERS’ KNOWLEDGE, SKILLS, AND PROFESSIONAL DEVELOPMENT NEEDS OF ASSISTIVE TECHNOLOGY IN THE CLASSROOM." CSUSB ScholarWorks, 2017. https://scholarworks.lib.csusb.edu/etd/448.

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This project assesses Saudi Arabian special education teachers’ perceptions about their competencies and professional development needs on assistive technology (AT). The researcher developed an online self-administrated 27 question survey in order to evaluate special education teachers’ perceived knowledge regarding AT, as well as to investigate their needs for professional development. The survey webpage link was sent via email to 110 special education teachers at General Directorate of Education in Unaizah, Saudi Arabia. A total of 37 teachers participate in this study for a 33.6% response rate. The findings indicate that special education teachers are not confident in their ability to correctly utilize AT in a classroom. The results also show that participants are interested in receiving AT training. In addition, it indicates that special education teachers preferred face-to-face learning methods for AT training.
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Good, Joyce A. "A modified train-the-trainer professional development program designed to deliver spreadsheet skills to elementary teachers and students." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 136 p, 2007. http://proquest.umi.com/pqdweb?did=1397911771&sid=14&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Gray, Lundie Spivey. "Enhancing Teachers' Skills and Students' Success in Writing using Elementary Teachers' Experiences in Writing Instruction." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1849.

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This study addressed the issue of struggling student writers in a K-5 rural elementary school. This phenomenological study, based on social constructivist theory, investigated elementary teachers' experiences to determine effective writing strategies. Six teachers who had taught writing in the elementary grades for 5 consecutive years volunteered to participate in the study. All teachers participated in a focus group, and 2 teachers provided additional data via individual interviews. Member-checking was used to ensure trustworthiness of data. The data were analyzed; emerging themes developed categories and, through horizonalization and triangulation, gaps in writing instruction were revealed. Analysis from the teachers' perspectives led to key factors which contribute to successful writing instruction, incorporate more writing instruction school-wide, promote unity of teachers for planning and discussion of writing instruction, and use curriculum plans in writing instruction that leads to enhanced student success. This study sought to provide teachers with strategies for developing efficient writing instruction for students using a 9-week curriculum writing guide. This study will improve teachers' skills and lead to enhanced writing instruction and student learning by making connections between enriched teacher experiences; this study will also provide insights into the design and delivery of more effective writing instruction that creates local-to-global changes in student writing success.
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Books on the topic "Professional skills teachers"

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author, Charles Annabel, and Kreft Trish author, eds. Success! passing the professional skills tests for teachers. Northwich: Critical Publishing, 2015.

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Laura, Meiselman, and Research and Education Association, eds. Praxis I PPST: Pre-Professional Skills Test. 7th ed. Piscataway, NJ: Research & Education Assn., 2011.

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Harnett, Penelope. Understanding primary education: Developing professional attributes, knowledge and skills. London: Routledge, 2008.

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Jones, Jeff. Training for appraisal and professional development. London: Cassell, 1995.

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Bobrow, Jerry. CliffsNotes Praxis I: PPST. 4th ed. Hoboken, N.J: Wiley, 2010.

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Martin, Christine, 1949 Sept. 25-, ed. Running your classroom (without losing your mind): Effective classroom management skills for teachers. Naperville, IL: Sourcebooks, 2010.

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Fotieva, Irina, Tamara Semilet, Elena Lukashevich, and Vladimir Vitvinchuk. Russian journalism today: social mission and professional skills. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1044192.

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This monograph is the search for answers to the questions that confront contemporary Russian journalism social and cultural situation of modernity. The authors analyze the correlation of proper and existing in the implementation of the social mission of journalism, the journalism education system, the use of media technologies, the field of journalistic ethics, language and communicative practices of the public sphere, the social effects produced by the media. As the main characteristics of the modern state of Russian journalism finds confrontation and the confrontation of philosophical positions and methodological studies; in the field of journalism education — the confrontation of the instrumental-pragmatic and humanitarian paradigms; in the creation of modern media — focus on creativity or technology; tolerance or ethics in media communication; definition of leadership in the formation of public opinion and the ignition of problem areas. Attempts a comprehensive comprehension of the actual problems of modern Russian media: axiological foundations and the social role of journalism; the criteria of journalistic skills and professional ethics; perspectives of media education, language problems of modern communication and success factors of verbal interaction in the media. Designed for teachers of University departments and faculties of journalism and other Humanities, students in related disciplines and all interested in data range of issues.
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Ann, Game, ed. Teachers who change lives. Carlton, Vic: Melbourne University Press, 2006.

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Postman, Robert D. Barron's Praxis Core/PLT: Elementary school assessments, CORE academic skills for educators, principles of learning and teaching (PLT). 7th ed. Hauppauge, N.Y: Barron's Educational Series, 2014.

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Mundsack, Allan. CBEST: California Basic Education Skills Test. 2nd ed. New York: Simon & Schuster, 2004.

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Book chapters on the topic "Professional skills teachers"

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Chu, Samuel Kai Wah, Rebecca B. Reynolds, Nicole J. Tavares, Michele Notari, and Celina Wing Yi Lee. "Teachers’ Professional Development." In 21st Century Skills Development Through Inquiry-Based Learning, 109–29. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2481-8_6.

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Korhonen, Vesa, and Markus Weil. "The Internationalization of Higher Education: University Teachers’ Competencies and Professional Development." In Teaching Skills Assessments, 49–71. Wiesbaden: Springer Fachmedien Wiesbaden, 2015. http://dx.doi.org/10.1007/978-3-658-10834-2_4.

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Brunner, Martin, Yvonne Anders, Axinja Hachfeld, and Stefan Krauss. "The Diagnostic Skills of Mathematics Teachers." In Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers, 229–48. Boston, MA: Springer US, 2013. http://dx.doi.org/10.1007/978-1-4614-5149-5_11.

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Lakkala, Suvi, and Outi Kyrö-Ämmälä. "Teaching for Diversity with UDL: Analysing Teacher Competence." In Inclusive Learning and Educational Equity, 241–77. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_10.

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AbstractThis chapter is a description of collaborative action research on teacher competence in the context of inclusive education and universal design for learning (UDL). Our goal was to analyse what kinds of professional competencies teachers need when they are implementing UDL in heterogeneous classes. The action research was carried out as a case study together with two co-teachers and a class teacher, who implemented UDL in their heterogeneous classes. As a theoretical framework for teacher competence, we used the multidimensional adapted process (MAP) model of teaching, developed by Finnish researchers and teacher educators. We identified several teacher skills that are needed when the UDL approach is applied. According to our results, the most overarching necessary competence was the teachers’ cognitive skills. Applying UDL required the ability to flexibly transform one’s own teaching and learning situations. Furthermore, the teachers’ social skills appeared as an important attribute as their pupils were highly heterogeneous with diverse needs, and the teachers needed to collaborate with many other professionals and parents. Also, each teacher’s personal orientation, such as values, beliefs and ethics, played a crucial role in UDL while the teachers shared a common set of values, striving towards inclusive education.
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Pohle, Lara, Lars Jenßen, and Katja Eilerts. "Early childhood teachers' selection of subskills-related activities and instructional approaches to foster children's early number skills." In Early Childhood Teachers' Professional Competence in Mathematics, 149–62. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003172529-9.

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Yusuf, Muhammed. "Infusing Thinking-Based Learning in Twenty-First-Century Classroom: The Role of Training Programme to Enhance Teachers’ Skilful Thinking Skills." In Teacher Empowerment Toward Professional Development and Practices, 211–20. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4151-8_14.

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Zohar, Anat. "Teaching Thinking Skills and Science Knowledge: Two Competing or Two Complementary Goals?" In Higher Order Thinking in Science Classrooms: Students’ Learning and Teachers’ Professional Development, 41–54. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-1-4020-1854-1_4.

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"Student teachers’ professional skills." In Primary Teaching Skills, 172–93. Routledge, 2002. http://dx.doi.org/10.4324/9780203419069-19.

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"Advanced Skills Teacher." In Professional Standards for Teachers and School Leaders, 135–51. Routledge, 2013. http://dx.doi.org/10.4324/9780203416242-15.

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Kasemsap, Kijpokin. "Teacher Education and Teacher Professional Development." In Handbook of Research on Teacher Education and Professional Development, 112–37. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1067-3.ch007.

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This chapter reveals the prospect of teacher education; teacher education and technology utilization; the issues with professional development (PD); and the perspectives on teacher professional development (TPD) in the digital age. Teacher education offers teachers ways to keep their classrooms and curriculum highly educational. By providing teachers with teacher education programs, they are able to continue their own education, gain vital skills that they may not have been able to learn while taking college courses, and stay current with new technologies. TPD is an essential method of improving teaching and learning for teachers. TPD provides time, resources, and educational personnel to support teachers to improve their skills about teaching and learning. The effective teacher education and TPD programs should include technology pedagogy, the 21st century skills, and ethical perspectives toward improving preservice teacher's technological skills and enhancing both learner's educational opportunities and learning outcomes.
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Conference papers on the topic "Professional skills teachers"

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Olkhovikov, Konstantin, Svetlana Olkhovikova, and Nadezhda Mochalova. "PHILOSOPHY SKILLS IN PROFESSIONAL DEVELOPMENT OF TEACHERS." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1725.

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Kauppinen, Tomi, and Yulia Guseva. "Learning in the Era of Online Videos: How to Improve Teachers’ Competencies of Producing Educational Videos." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8096.

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Online videos have gained huge popularity among people seeking for entertainment, and increasingly also among learners. People seek for tips in videos, ranging widely from improving language skills to bike reparation, or from solving mathematical equations to indoor decoration. At the same time teachers are facing challenges of producing professional videos that can support learners to learn the variety of topics. Teachers at the higher education institutes are often professionals in presentation skills in classrooms, but can face challenges when presenting in videos. In this paper we present a process for improving skills needed to produce educational videos. The process starts from the assumption of often explicit question by the teacher: “How can I produce professional educational videos?” The process includes identifying main challenges teachers face, and continues with a series of hands-on workshops targeted to develop each of the skills followed by the video production itself. We report also an evaluation of the process with teachers from the Aalto University, discuss the implications and resulting categorization of production models.
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Bădulescu, Andreea Laura. "Psychological Development Program: Upgrading Personal And Professional Skills, At Teachers." In Edu World 7th International Conference. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.05.02.77.

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Bueno Villaverde, Angeles. "MICROTEACHING FOR THE DEVELOPMENT OF PROFESSIONAL SKILLS OF STUDENT- TEACHERS." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.1386.

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"On the Function and Ability Improvement of College Professional Teachers in Employment Guidance." In 2020 Conference on Educational Science and Educational Skills. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000690.

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Gorobeț, Evelina. "Contextual-pandemic adaptation of pedagogical practice in the online environment. Modern guidelines in the professional training of teachers." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p203-209.

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The reflections of this article goal at the professionalization of the teaching career, which is one of the objectives aimed at the quality of education. The current socio-economic dynamics and complexity require continuous adaptability from teachers. They are put in the situation to periodically develop their professional skills, in order to meet both the the updated students’ educational needs, as well as the scientific innovations that result from the research in various fields. An interesting aspect is related to the needs and challenges of teachers in conditions of pandemic coronavirus (SARS CoV-2). The new conditions have imposed the transition of pedagogical practice in the online environment, an alternative adopted in many teacher training programs. As this decision was considered better than a temporary withdrawal from practice, students and their mentors had to adapt. For the future we have another certainty, that the pandemic will not stop very soon. Otherwise, the future is a matter of probability. The topicality of the topic researched in this article lists the professional training, taking into account the endowment of teachers with the necessary skills so that they feel comfortable in all situations that may arise during their teaching activities. Dynamism, flexibility, receptivity to the new and critical reflection on curricular requirements and methodological approach define the modern teaching profession.
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Zlatić, Lidija, and Slađana Luković. "THE ROLE OF TEACHERS IN THE DEVELOPMENT OF STUDENTS` SOCIOEMOTIONAL SKILLS." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.93z.

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Many studies emphasize the importance of students’ social skills, but the question is how everyday school practice affects the development of these skills. Socio-emotional skills, according to other authors, relate to the abilities by which a person regulates and manages his own thoughts, emotions and behavior, sets and achieves positive goals, how he experiences himself and respects the perspective of others, establishes and maintains positive social relationships and makes responsible decisions. In this paper, we point out the different components of teacher roles and their approaches that can influence the development of these skills. The results of various research show that changes in the sense of teaching the teachers their social skills, especially in initial education, but also later, increase the awareness of students’ social skills. Empirical findings indicate the key characteristics of successful socio-emotional skills development programs, emphasizing the necessary specific training and coaching of teachers as part of their initial education and professional development, as well as the need for systematic support during the implementation of programs that affect development of these skills in students. The importance of understanding emotions and social skills in students by teachers is emphasized, as well as the development of teachers’ awareness of ways that can influence the development of socio-emotional skills, how to create a positive atmosphere in the classroom and how to adequately respond to different emotions.
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Kusiak-Pisowacka, Monika. "Exploring student teachers’ reflection skills: Evidence from journal tasks." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11088.

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The article addresses the issue of developing reflection skills of Polish foreign language student teachers in the context of university training. Although the importance of fostering reflection in student teachers has been widely acknowledged, the complexity of the construct and difficulties to operationalize reflection in research calls for new studies, to which the present paper aims to contribute. The paper discusses the study in progress whose main aims were to explore the potential of journal tasks as techniques stimulating trainees’ reflection and to investigate the nature of reflection demonstrated in students’ journals. The results of the analysis of students’ texts revealed different ways that the students adopted to approach the journal task. Three perspectives from which the students developed their narration were identified: teacher-focused, learner-focused and the one that focusses on external factors. Additionally, the analysis led to the identification of three types of writing, named in the study as Theorising, Describing and Discussing. The findings point to the effectiveness of journal tasks in stimulating students’ thinking about their practicum experiences. They also stress the significance of fostering novice teachers’ reflection skills as a way of socializing students into new roles they will play in their future professional communities.
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Namsone, Dace, Līga Čakāne, Ilze France, and Anete Butkeviča. "LESSON BASED PROFESSIONAL DEVELOPMENT: HELPING PRIMARY TEACHERS TEACH 21ST CENTURY SKILLS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1916.

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Ferreira, Tatiana, Daniela Pedrosa, José Paulo Cravino, and Isabel Alves. "IMPROVING TEACHERS´ PEDAGOGICAL AND TECHNOLOGICAL SKILLS: PERCEPTIONS OF TEACHERS ABOUT A FACULTY PROFESSIONAL DEVELOPMENT PROGRAM." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1412.

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Reports on the topic "Professional skills teachers"

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Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.

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Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure Dual Language Learner (DLL) support within California’s TK policy; 2) provide a synthesis of research findings; and 3) provide TK professional learning and policy recommendations that would allow for the inclusion of professional development on evidence-based practices purposefully integrated with DLL supports. Policy recommendations include: 1) utilize professional learning modules such as SDR in 24 ECE unit requirement for TK teachers; 2) include individuals with ECE and DLL expertise in the ECE Teacher Preparation Advisory Panel; and 3) allocate additional funds in the state budget for training on SDR, in-classroom support for TK teachers of DLLs, and evaluation of these efforts.
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Piper, Benjamin, Yasmin Sitabkhan, Jessica Mejia, and Kellie Betts. Effectiveness of Teachers’ Guides in the Global South: Scripting, Learning Outcomes, and Classroom Utilization. RTI Press, May 2018. http://dx.doi.org/10.3768/rtipress.2018.op.0053.1805.

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This report presents the results of RTI International Education’s study on teachers' guides across 13 countries and 19 projects. Using quantitative and qualitative methods, we examine how teachers’ guides across the projects differ and find substantial variation in the design and structure of the documents. We develop a scripting index so that the scripting levels of the guides can be compared across projects. The impact results of the programs that use teachers’ guides show significant impacts on learning outcomes, associated with approximately an additional half year of learning, showing that structured teachers’ guides contribute to improved learning outcomes. During observations, we find that teachers make a variety of changes in their classroom instruction from how the guides are written, showing that the utilization of structured teachers’ guides do not create robotic teachers unable to use their own professional skills to teach children. Unfortunately, many changes that teachers make reduce the amount of group work and interactivity that was described in the guides, suggesting that programs should encourage teachers to more heavily utilize the instructional routines designed in the guide. The report includes a set of research-based guidelines that material developers can use to develop teachers’ guides that will support effective instructional practices and help improve learning outcomes. The key takeaway from the report is that structured teachers' guides improve learning outcomes, but that overly scripted teachers' guides are somewhat less effective than simplified teachers' guides that give specific guidance to the teacher but are not written word for word for each lesson in the guide.
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Armas, Elvira, Gisela O'Brien, Magaly Lavadenz, and Eric Strauss. Rigorous and Meaningful Science for English Learners: Urban Ecology and Transdisciplinary Instruction. CEEL, 2020. http://dx.doi.org/10.15365/ceel.article.2020.1.

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This article describes efforts undertaken by two centers at Loyola Marymount University—the Center for Equity for English Learners (CEEL) and the Center for Urban Resilience (CURes)—in collaboration with five southern California school districts to develop and implement the Urban Ecology for English Learners Project. This project aligns with the 2018 NASEM report call to action to (1) create contexts for systems- and classroom-level supports that recognizes assets that English Learners contribute to the classroom and, and (2) increase rigorous science instruction for English Learners through the provision of targeted program models, curriculum, and instruction. The article presents project highlights, professional learning approaches, elements of the interdisciplinary, standards-based Urban Ecology curricular modules, and project evaluation results about ELs’ outcomes and teachers’ knowledge and skills in delivering high-quality STEM education for ELs. The authors list various implications for teacher professional development on interdisciplinary instruction including university partnerships.
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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, May 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core content-area subjects; (3) assessment for learning; (4) high-quality teaching and learning materials; and (5) positive school climates. We provide foundational guiding principles and recommendations for intervention design and implementation for each component. Additionally, we discuss and propose how to structure and design pre-service teacher preparation and in-service teacher training and ongoing support, fortified by materials design and assessment, to help teachers determine where learners are in developmental progressions, move learners towards mastery, and differentiate and support learners who have fallen behind. We provide additional suggestions for integrating a whole-school climate curriculum, social-emotional learning, and school-related gender-based violence prevention strategies to address the internal and societal changes learners often face as they enter upper primary.
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Frantseva, Anastasiya. The video lectures course "Elements of Mathematical Logic" for students enrolled in the Pedagogical education direction, profile Primary education. Frantseva Anastasiya Sergeevna, April 2021. http://dx.doi.org/10.12731/frantseva.0411.14042021.

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The video lectures course is intended for full-time and part-time students enrolled in "Pedagogical education" direction, profile "Primary education" or "Primary education - Additional education". The course consists of four lectures on the section "Elements of Mathematical Logic" of the discipline "Theoretical Foundations of the Elementary Course in Mathematics" on the profile "Primary Education". The main lecture materials source is a textbook on mathematics for students of higher pedagogical educational institutions Stoilova L.P. (M.: Academy, 2014.464 p.). The content of the considered mathematics section is adapted to the professional needs of future primary school teachers. It is accompanied by examples of practice exercises from elementary school mathematics textbooks. The course assumes students productive learning activities, which they should carry out during the viewing. The logic’s studying contributes to the formation of the specified profile students of such professional skills as "the ability to carry out pedagogical activities for the implementation of primary general education programs", "the ability to develop methodological support for programs of primary general education." In addition, this section contributes to the formation of such universal and general professional skills as "the ability to perform searching, critical analysis and synthesis of information, to apply a systematic approach to solving the assigned tasks", "the ability to participate in the development of basic and additional educational programs, to design their individual components". The video lectures course was recorded at Irkutsk State University.
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DeBarger, Angela, and Geneva Haertel. Evaluation of Journey to El Yunque: Final Report. The Learning Partnership, December 2006. http://dx.doi.org/10.51420/report.2006.1.

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This report describes the design, implementation and outcomes of the initial version of the NSF-funded Journey to El Yunque curriculum, released in 2005. As formative evaluators, the role of SRI International was to document the development of the curriculum and to collect empirical evidence on the impact of the intervention on student achievement. The evaluation answers four research questions: How well does the Journey to El Yunque curriculum and accompanying assessments align with the National Science Education Standards for content and inquiry? How do teachers rate the effectiveness of the professional development workshop in teaching them to use the Journey to El Yunque curriculum and assessment materials? How do teachers implement the Journey to El Yunque curriculum? To what extent does the Journey to El Yunque curriculum increase students’ understanding ofecology and scientific inquiry abilities? The evaluators concluded that Journey to El Yunque is a well-designed curriculum and assessment replacement unit that addresses important science content and inquiry skills. The curriculum and assessments are aligned to life science content standards and key ecological concepts, and materials cover a broad range of these standards and concepts. Journey to El Yunque students scored significantly higher on the posttest than students learning ecology from traditional means with effect size 0.20.
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Ajzenman, Nicolás, Gregory Elacqua, Diana Hincapié, Analia Jaimovich, Florencia López Bóo, Diana Paredes, and Alonso Román. Do You Want to Become a Teacher?: Career Choice Motivation Using Behavioral Strategies. Inter-American Development Bank, May 2021. http://dx.doi.org/10.18235/0003325.

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Qualified teachers are a fundamental input for any education system. Yet, many countries struggle to attract highly skilled applicants to the teaching profession. This paper presents the results of a large-scale intervention to attract high performing high-school students into the teaching profession in Chile. The intervention was a three-arm email campaign which made salient three types of motivations typically associated with the teaching profession: intrinsic/altruistic, extrinsic, and prestige-related. The objective was to identify which type of message better appealed to high performing students to nudge them to choose a teaching major. The “intrinsic” and “prestige” arms reduced applications to teaching majors among high performers, while the “extrinsic” arm increased applications among low performers. A plausible interpretation could be that the “intrinsic” and “prestige” messages made more salient an issue that could otherwise be overlooked by high performing students (typically from more advantaged households), negatively impacting their program choice: that while the social value of the teaching profession has improved, it still lags behind other professions that are valued more by their families and social circles. In turn, the “extrinsic” arm made salient the recent improvements in the economic conditions of the teaching profession in Chile, thus appealing to low performing students who in general come from disadvantaged families and for whom monetary incentives are potentially more relevant. These results emphasize the importance of having a clear picture of the inherent motivations that could influence individuals career choice. Making salient certain types of motivations to the wrong target group could lead to undesired results.
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