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Journal articles on the topic 'Professional skills teachers'
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1
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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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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Ferreira, Maria Madalena. "The Impact of a Professional Development Program on Elementary Teachers’ Science Knowledge and Pedagogical Skills." Journal of Educational Issues 1, no. 1 (May 19, 2015): 36. http://dx.doi.org/10.5296/jei.v1i1.7316.
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<p>Teacher professional development plays an important role in a teacher’s growth and every year school districts spend a large portion of their budgets in professional development activities. However, as districts face increasing budget cuts, funds for professional development compete against other district priorities. As a result, partnerships between school districts and teacher training institutions can play an important role in supplying school districts with professional development activities to fit their teachers’ needs. This article describes a partnership between a school district and a local university to provide over 100 hours of professional development to 30 elementary school teachers. Results from the evaluation of the program indicate that the program had a significant impact on participating teachers’ perceptions of their science knowledge and pedagogical skills.<strong></strong></p>
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Lubna, Lubna. "Akurasi dan Akuntabilitas Penilaian Kinerja Guru Pendidikan Agama Islam." Ulumuna 18, no. 1 (November 8, 2017): 221–42. http://dx.doi.org/10.20414/ujis.v18i1.160.
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There are a great number of teachers of Islamic religious education who hold a professional diploma and yet have not realized the tasks of competent professional teacher. The four indicators of competent and professional teacher, as these are elaborated in Statutes and Regulations, have not been integrated in teacher performance. This problem must be resolved. It requires a system that can control the implementation of the principles of professional teacher while at the same time does not ruin teacher’s profession and capability. This article offers professional-based assessment and evaluation of teacher performance as a medium for a regular control. This system will be able to measure teacher performance referring to their skills and to avoid deviation in the evaluation between what is taught and the subject being taught concerning teachers’ professional skills. With this professional-based evaluation system, the processes of evaluation and assessment become objective, accurate and accountable.
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Reznik, Semen Davydovich, and Olga Aleksandrovna Vdovina. "Professional competence of the teacher of the modern university: mechanisms of formation and development." Moscow University Pedagogical Education Bulletin, no. 1 (March 30, 2017): 67–83. http://dx.doi.org/10.51314/2073-2635-2017-1-67-83.
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This article was prepared based on monitoring of Russian universities and teachers devoted to the training of teachers for higher education. Formation of professionally competent and pedagogically trained teaching staff is the most important task of universities, a solution which enhances the quality of training of specialists with higher education. The purpose of this article is to justify the skills required of the modern university teacher and ways of their development. Considered part of university teachers, analyzed the scope of activity of high school teacher, summarized evaluation of the level of their subject teachers and methodical preparation, methods of formation of pedagogical work skills, as well as identify opportunities of universities, faculties and departments in the development of professional competencies of its teaching staff. The article describes the challenges of professionalization of teachers and new ways to build their professional skills and competencies.
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Panagiotopoulos, Georgios, Avramidou Sofia, and Zoe Karanikola. "Elements Making up the Profile of a Professional Teacher. A Qualitative and Quantitative Approach." International Journal of Learning and Development 9, no. 3 (September 30, 2019): 89. http://dx.doi.org/10.5296/ijld.v9i3.15554.
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This present study comes to investigate teachers' views on what constitutes teacher professionalism and whether these views are influenced by gender, age, educational level and teaching experience. Both a qualitative and a quantitative research approach were chosen. Three teachers were interviewed, whereas 83 teachers completed the questionnaire. According to the findings, professionalism is related to the teacher's knowledge, personal and interpersonal skills. In addition, a large proportion of participants associate professionalism with mastering basic communication skills, developing problem-solving strategies and utilizing appropriate teaching methods. Finally, emphasis is put on developing a culture of collaboration between colleagues and between teachers and parents.
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Tutbaeva, Zh, and G. Tokshylykova. "DEVELOPING CRITICAL THINKING SKILLS THROUGH PROFESSIONAL DEVELOPMENT." BULLETIN Series of Philological Sciences 74, no. 4 (December 9, 2020): 456–61. http://dx.doi.org/10.51889/2020-4.1728-7804.91.
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The paper is devoted to the role of critical thinking in teaching and focuses on asking the right questions to get the right answers. Critical thinking is being able to think logically and reasonably. It also provides novice teachers and students with practical example of a lesson plan for a reflective teacher. It helps to see the essential elements for a lesson plan, but most importantly it provides an example of a plan heading which is crucial before planning as it helps teachers think critically before they start the lesson. A critical thinker is analytical, reflective, fair-minded, positive, curious, perseverant and creative. The researchers suggest a lesson plan for PD workshop on the importance of critical thinking with detailed procedure.
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Ikmal, Happy. "Pengembangan Profesional Awal Guru Pendidikan Agama Islam dan Strategi untuk Melanjutkan Pengembangannya." Progressa: Journal of Islamic Religious Instruction 3, no. 1 (May 27, 2019): 35–44. http://dx.doi.org/10.32616/pgr.v3.1.160.35-44.
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Teaching is lifelong learning. Turning on all the time, new and old teachers, beginners or professionals will still grapple with how to improve many aspects of teaching, each year demanded to show more improvement. Every idea considers continuing professional development throughout your career. This article examines the following questions: 1. How to start assessing a teacher's professional skills? 2. Do teachers need to understand the standards used by others to assess their professional skills? 3. What model is used to describe the teacher's journey from 'beginner' to 'expert'? 4. How do expert teachers assess themselves and how do they overcome and adapt to change? 5. How can teachers collaborate to make structured observations of their work, as required by the assessment requirements? The results of the discussion concluded: 1) The complexity of assessment that binds teachers and schools continues to increase because assessment is used for various purposes in different contexts; 2) Interstate New Teacher Assessment and Support Consortium (InTASC) was formed to create "compatible with institutions" standards that can be reviewed by professional organizations and state institutions as a basis for licensing beginner teachers. The InTASC standard (Miller, 1992) is written as 10 principles, which are then further explained in terms of teacher knowledge, disposition, and performance; 3) There are many different theories describing the journey of preparation for beginner teachers to become professionals, this requires time, effort, and support and finally changes follow the predictable stages of development; 4) Teachers with high levels of expertise can observe and adapt their own actions. To do this, they must be in harmony with the feelings and behavior of children and pay attention to what children do and say, rather than focusing primarily on themselves, otherwise they do not equate judgment with testing. they take into account test scores, but their judgments are transient and are based on a much broader bank of evidence, specifically that progress over absolute scores and children's knowledge and context; 5) Teachers rarely can be authentic and accurate participant observers because of the inherent differences in their roles, but student / teacher collaborators have a unique perspective on insiders and outsiders, colleagues and observers, class members involved and critical collaborators
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Sveschynska, Natalia. "FORMATION OF CREATIVE-PERFORMANCE SKILLS OF FUTURE TEACHERS OF MUSIC ART IN THE PROCESS OF INSTRUMENTAL TRAINING." Academic Notes Series Pedagogical Science 1, no. 190 (November 2020): 133–37. http://dx.doi.org/10.36550/2415-7988-2020-1-190-133-137.
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The level of professional qualification of a music art teacher is especially evident at the stage of creative and performing activities, when the synthesis of pedagogical and creative-performing components of activity allows to achieve the artistic influence of musical art on the individual. Analysis of the activities of music teachers of different levels of skill reveal the unity of pedagogical and creative- performing aspects of skill, their equivalence and complementarity in achieving teacher interaction with students. It is extremely important to reveal the original features of the national musical art (performance, creativity), education in the context of all the real preconditions, trends, factors of their development. There is a growing interest in theoretical and methodological issues of pedagogy and performance in each of the professional music fields. Improving the instrumental and performing training of young professionals, their active involvement in the system of pedagogical activity is a complex dialectical process, which is manifested in various forms of performing skills. The most important component of a musician's professional development is perfect musical and performance training. Various aspects of this process (physiological, psychological and pedagogical, etc.) are studied in the works of Yu. Bay, V. Bilous, E. Yorkina, E. Gurenko, M. Davydov, V. Knyazev, V. Razhnikov, V. Samitov, G. Tsypin etc. Important didactic principles of music teacher's knowledge development are the young teacher's own creative, aesthetic and professional self-improvement, supplementing the personal information and methodological base, creating an individual mobile system of effective pedagogical knowledge and skills that meet specific tasks. Attending concerts of academic music, opera and musical-dramatic performances, etc. (together with students, colleagues, independently); instrumental music, group singing; acquaintance with new musical works of various forms, genres, styles; training and performance as a performer (performers) at local, regional and other conferences, festivals, concerts, performances, etc. actively contribute to the creative self-improvement of the music teacher.
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Jamil, Hazri, Rohani Arbaa, and Mohamad Zohir Ahmad. "Exploring the Malaysian Rural School Teachers’ Professional Local Knowledge in Enhancing Students’ Thinking Skills." Journal of Education and Learning 6, no. 2 (December 13, 2016): 25. http://dx.doi.org/10.5539/jel.v6n2p25.
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This paper discussed a qualitative research findings on the case of Malaysian teachers employed their professional local knowledge for enhancing students’ thinking skills in classroom practices. In this paper, a teacher’s professional local knowledge is viewed as a teacher’s professional knowledge and skills developed through the combination of the teacher’s expertise, theory, knowledge and experiences gained from professional practices in various and different contexts of students’ social backgrounds, environment and culture. In this case study, we investigate four teachers from various disciplines and schools located in rural areas who are implementing student-centered teaching approach in the classroom. We identified the method, techniques and approaches they employed to enhance students’ thinking skills via observations and interviews regarding their teaching practices in the classroom. The study has shown how teachers practice their professional local knowledge through various approaches, strategies and techniques that form positive interaction between teachers and students. This often emboldens intellectual discourse, and gives the students learning autonomy during the process of teaching and learning to improve their thinking skills.
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Nandang, Ade, and Dindin Nasrudin. "Development of Teachers' Primary School Skills in Teaching Arabic." JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) 2, no. 1 (February 22, 2019): 38. http://dx.doi.org/10.33578/jtlee.v2i1.6668.
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In Islamic elementary school, Arabic is a compulsory subject that must be taught. In fact, the majority of elementary school teachers are not equipped with enough competence to teach it. This paper aims to describe efforts to improve the competence of elementary school teachers in teaching Arabic. The research method is descriptive qualitative through teacher competency mapping, needs analysis and Focus Group Discussion (FGD). The result of the research shows that Teacher Proficiency Development (TPD) in the form of workshop and teaching practice can be one of alternative in improving the pedagogic and professional competence of elementary school teacher in teaches Arabic. In order for effective TPD program, massive dissemination, advisory and sustainable programming is required involving relevant universities, government, and schools.
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FUCHS, CAROLIN. "Exploring German preservice teachers’ electronic and professional literacy skills." ReCALL 18, no. 2 (November 2006): 174–92. http://dx.doi.org/10.1017/s0958344006000322.
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This article presents findings from an exploratory pilot project which aimed at fostering electronic and professional literacy skills of preservice language teachers through computer-mediated peer collaboration. The research context is a qualitative case study involving cooperation via the email and chat functions of FirstClass among preservice teachers at the Justus-Liebig Universität in Giessen and the Pädagogische Hochschule Heidelberg in Germany. The author investigates participants’ prior experiences with regard to computer skills, Internet proficiency, and technology-based language learning and teaching. Next, she discusses benefits and challenges for preservice teachers with respect to collaborating via computers (computer-mediated communication or CMC) with their transatlantic partners. In collecting and analyzing preservice teachers’ reflections, a Grounded Theory approach (Strauss & Corbin, 1998) was used. Instances of electronic and professional literacies were identified and triangulated with data from pre-course questionnaires, post-course self-assessments, logs, email and chat transcripts, and field notes. The author discusses benefits and challenges which preservice teachers encountered through the collaboration. Findings include preservice teachers’ differing levels of electronic literacy skills, tolerance for ambiguity, institutional constraints, peer feedback, and perception of the final product. Based on her findings, the author stresses the need to encourage preservice teachers’ meta-level reflections on the challenges of the collaboration and suggests conducting longitudinal follow-up studies in order to investigate if and how in-service teachers apply the knowledge they gained from their teacher education program to their own teaching.
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Vorotnykova, Iryna. "Models of professional development of teachers in the conditions of the reform of the postal pedagogical education." Continuing Professional Education: Theory and Practice, no. 3-4 (2018): 21–27. http://dx.doi.org/10.28925/1609-8595.2018.3-4.2127.
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The article presents an analysis of models of professional development of teachers in postgraduate education. Different approaches to the improvement of the skills of teachers are highlighted and models of professional development of teachers in the conditions of reform of postgraduate pedagogical education are offered. The research methods are presented, among them analysis, systematization and comparison of scientific positions to determine the theoretical approaches to solving the problem of professional development of teachers, modeling for creation of various trajectories of professional development of teachers; empirical: observation, conversation,interviewing. The criteria for constructing models of professional development of the teacher are defined and each of them is characterized by indicators and examples of introduction in postgraduate education. The basic approaches to realization of models of professional development are determined: competent, prolonged, differentiated, personally oriented, rational, mentoring and coaching and others. Models of professional development are diverse in terms of terms, forms of training (distance, full-time, blended learning), content, forms of teacher support, institution choice, choice of forms of training (webinar, pieces of training, seminars). Teachers work at different levels of professional development (professionalization, skills, creativity, innovation). Upgrading skills should consider the level of professional development of the teacher, encourage the involvement of innovative teachers as experts and tutors. Most models are integrated with each other. For example, a prolonged, competent model. In Ukraine, diversified, prolonged, personal-oriented and inter-sectoral models of the professional development of teachers.
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Fuller, C., A. Goodwyn, and E. Francis-Brophy. "Advanced skills teachers: professional identity and status." Teachers and Teaching 19, no. 4 (August 2013): 463–74. http://dx.doi.org/10.1080/13540602.2013.770228.
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Morales J., Maria V., and Maria A. Morales J. "The Use of Poster Sessions to Develop Professionalism, Domain Five of the Ecuadorian National English Teachers’ Standards." English Language Teaching 10, no. 7 (May 30, 2017): 21. http://dx.doi.org/10.5539/elt.v10n7p21.
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This study describes the presence of professional skills found in poster session proposals in order to consider the use of poster sessions for developing the skills required by the 2012 Ecuadorian Standards for English teachers, specifically related to the fifth domain professionalism. Thirteen poster session proposals for a national English teacher conference were analyzed to identify professional skills using the International Teaching English to Speakers of Other Languages (TESOL) Conference rubric to describe their academic quality, and Halleck and Connor’s Coding Scheme Checklist to describe the TESOL proposal genre characteristics. The results provided evidence of the skills related to the Ecuadorian national standards for English teachers as well as their academic strengths and weaknesses. The poster session can be an effective strategy to help teachers become more proactive and autonomous in growing professionally. This study can be useful for English teachers working to meet the national standards and institutions wanting to explore new strategies to develop and implement the English Teachers’ Standards.
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Leibur, Tiiu, Katrin Saks, and Irene-Angelica Chounta. "Towards Acquiring Teachers’ Professional Qualification Based on Professional Standards: Perceptions, Expectations and Needs on the Application Process." Education Sciences 11, no. 8 (July 30, 2021): 391. http://dx.doi.org/10.3390/educsci11080391.
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This paper presents the findings of a study into the application process of the professional standards (PS) qualification in Estonia, which is a standard used to identify the level of professionalism of a teacher. The study collected the views of active teachers who have applied for the PS and those of the assessors to understand the shortcomings in the application and the expectations for the application process. The main challenges identified are that teachers lack respective skills to adequately comprehend qualification requirements (unambiguous interpretation of PS) and the lack of evidence-based performance indicators (difficult to prove) and weak self-analysis skills; hence, the teacher needs assistance. The research found that teachers need collaborative support, motivation and constructive feedback on their professional development (PD), both from colleagues and at school and national levels. Based on this research, it can be said that teachers who have gone through the application process have gained greater self-confidence, value themselves as teachers and continue their in-service training.
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Yuliya V, Mustafina. "Municipal Level Teacher Growth System: Improving Pedagogical Design Skills." Scholarly Notes of Transbaikal State University 15, no. 4 (October 2020): 65–70. http://dx.doi.org/10.21209/2658-7114-2020-15-4-65-70.
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Innovations in the general education system have significantly changed the content and form of the teacher’s professional activity: pedagogical design has become a dominant feature in its structure. In this regard, there was a contradiction between the need for special training of teachers for the implementation of project activities and the lack of sufficient organizational and methodological conditions for the implementation of such training on the job. The purpose of this article is to justify the possibility of improving the skills of pedagogical design in the conditions of the implementation of the teacher growth system at the municipal level. In the course of theoretical analysis, the author substantiates the role and place of design in the structure of professional pedagogical activity. Based on the theoretical results obtained, the idea of building a subject-oriented process of teacher training, integrated with their immediate professional activity, is put forward. The description of the pedagogical experiment on testing the municipal system of teacher growth and the selected pedagogical conditions for the development of design skills of teachers is given. The results of the experimental work confirmed the hypothesis that the effectiveness of the process of improving teachers’ design skills is achieved by integrating the process of advanced training in labor activity, using a set of special forms and training methods (cases, design sessions, business games, trainings, master classes, tutoring programs, etc.), use of the principles of subject-oriented learning.
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Paska, M., I. Demchenko, B. Maksymchuk, M. Zubal, I. Shaparenko, S. Myronenko, V. Zvonar, and I. Maksymchuk. "Characteristics of the current state of the pedagogical skills development of future physical education teachers in the process of professional training." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 3(123) (July 28, 2020): 106–13. http://dx.doi.org/10.31392/npu-nc.series15.2020.3(123).21.
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The important pre-experimental stage of the research is the difference among the concepts of “professional training”, “professional competence”, “professional preparedness”, “professional (personal) maturity” and “professional skill” in the projection on characteristics of the student's personality, and also the identification of psychological, sociometric and personal data of pupils who will later correct the course of the educational experiment in reference groups. The purpose is to provide theoretical and methodological prove of the current state of pedagogical skills development of future physical education teachers in the process of professional training. The sociological survey, conducted among students and teachers of Mykhailo Kotsyubynskyi Vinnytsia State Pedagogical University for the key question “Which teacher have pedagogical skills?”, made it possible to distinguish several dominants that are expressed by such concepts: knowledge, skills, abilities, experience, extraordinary, approach, personality, development and own example. However, the results of the recording stage of the experiment showed a low level of pedagogical skills development of a future physical education teacher. A number of shortcomings were identified that complicates the pedagogical skills development of a future physical education teacher, including a slight connection between theory and practice; theoretical training of students isn’t interactive; traditional methods of study at HEI; a limited number of manuals and methodological recommendations for highlighting the importance of developing the pedagogical skills of a future physical education teacher and its impact on professional activities; a small number of tasks aimed at developing this personal characteristic. This causes the need to determine and substantiate the pedagogical conditions for the pedagogical skills development of a future physical education teacher, the development of a model.
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Ashyrbekova, Almira. "COMMUNICATIVE CULTURE IS AN IMPORTANT AREA OF TEACHER TRAINING." Alatoo Academic Studies 19, no. 4 (December 30, 2019): 78–84. http://dx.doi.org/10.17015/aas.2019.194.10.
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In the modern globalizing world, the communicative culture of the teacher’s personality is becoming increasingly important, since communication is the main means of pedagogical activity. Without studying the essence and significance of the development of the communicative culture of teachers, the development of education is impossible. Responsible for the spiritual and of course the intellectual development of the young generation are pedagogical staff, i.e. at all levels of the country's vocational education system, the professional teaching staff of the education system should train high-class professionals of their generation. The communicative culture of the teacher includes the possession of communicative skills and communication skills that need to be formed in students - future teachers, using active and interactive teaching methods.
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Sanina, S. P. "Development of Primary School Teacher’s Competences in the Process of Solving Professional Tasks." Psychological-Educational Studies 8, no. 4 (2016): 41–49. http://dx.doi.org/10.17759/psyedu.2016080405.
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This article deals with the problem of development of primary school teacher’s professional competences in the sphere of organization and formation elementary school pupils’ skills of educational cooperation. The article provides results of the research, which is directed at the study of teachers’ notions of productive methods of teacher and pupil collaboration and at development of elementary school teachers’ professional competences. The certain hypothesis is put to a test: a manner of cooperation, based on educational collaboration principles, contributes to development of primary school teacher’s competences. The principle of educational professional goals, considered constructive, development is shown. An instance of a task is exemplified: the task targets the study of effective cooperation methods between teacher and pupils and allows organization of a productive way of cooperation between students. The effectiveness of professional tasks usage in development of teachers’ competences within the confines of professional education is proven.
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Mulyono, Mulyono. "Manajemen Pengembangan Keprofesian Berkelanjutan (PKB) bagi Guru dan Kepala Sekolah." J-MPI (Jurnal Manajemen Pendidikan Islam) 5, no. 2 (December 31, 2020): 175–90. http://dx.doi.org/10.18860/jmpi.v5i2.9635.
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The purpose of this study is to examine the management of sustainable professional development (SPD) for teachers and principals. By using library research methods and content analysis techniques, the results of this study can be concluded as follows: First, sustainable professional development management is a competency development program for teachers and principals which is implemented according to the needs, gradually, continuously to improve teacher professionalism. Secondly, teachers and principals are obliged to carry out SPD activities in stages at each level of their ranks with the aim that every teacher and headmaster can maintain, improve, and expand their knowledge and skills to carry out the learning process professionally. The big goal of the SPD activity is the realization of quality learning to improve abilities in the fields of knowledge, skills and attitudes of students. Third, the implementation of sustainable professional development management includes planning, implementing, evaluating, and reflecting activities designed to improve characteristics, knowledge, understanding, and skills. Through an evaluation cycle, reflection on learning experiences, planning and implementation of teacher professional development activities on an ongoing basis, it is hoped that teachers and principals will be able to accelerate the development of pedagogical, professional, social, and personality competencies for career advancement. Fourth, teachers and principals can implement sustainable professional development management through several programs, namely: 1) Self-development, which includes: a) following functional training; and b) carrying out teacher collective activities. 2) Scientific publications, which include: a) making scientific publications on research results; and b) make book publications. 3) Innovative works, which include: a) discovering fixed technology; b) find / create art; c) create / modify learning tools; and d) follow the development of standards, guidelines, questions and the like. Fifth, with the realization of sustainable professional development management for teachers and principals that are programmed in stages and tiered it is expected to improve: 1) the professionalism of each teacher and school principal; 2) improve the quality of learning and competence of students in the mastery of knowledge, skills and attitudes; 3) improve the quality of education nationally in order to realize the nation's competitiveness Indonesia in the global era.
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Buendia, Ximena Paola, and Diego Fernando Macías. "The Professional Development of English Language Teachers in Colombia: A Review of the Literature." Colombian Applied Linguistics Journal 1, no. 21 (April 23, 2019): 89–102. http://dx.doi.org/10.14483/22487085.12966.
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This article offers a review of 25 empirical studies to identify the areas and findings of professional development initiatives for in-service English teachers in Colombia. The reviewed studies suggest that language teacher professional development has focused on six major areas: language proficiency, research skills and reflective practice, teachers’ beliefs and identities, an integrated approach to teacher professional development, pedagogical skills and teaching approaches, and emerging technologies. Results suggest that there is a need to move from traditional master-apprentice, content-oriented, teacher-centered models of professional development towards initiatives that allow teachers to critically analyze their particular context and needs, and devise their own local alternatives so that they can become more active agents of their own process of change. Issues that constitute possible alternatives for future research in the professional development of English language teachers are discussed.
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Sunhaji, Sunhaji. "Synergy of Teacher Profesionalism Development of The Quality of Education." International Conference of Moslem Society 1 (October 24, 2016): 1–12. http://dx.doi.org/10.24090/icms.2016.1812.
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Teachers are the key in improving the quality of education. They are in a very strategic position for education reformation oriented in quality achievement. The role of teachers is even more strategic in schooling context. Teachers play a major role in the development of education, particularly formal education in schools. Teachers also determine the success of students, especially in learning process. Teachers play the main role in the learning process. The learning process is a process with a course of conduct between teachers and students who are in a reciprocal relationship that takes place in an educational situation in order to achieve certain goals. Any efforts made to improve the quality of education would be meaningless without professional teachers. Therefore, any efforts to reorganize and improve the quality of education must involve teacher empowerment. Professionalism characterized by autonomy, adequate expertise, teachers’ high commitment of their tasks and their passion to improve their skills continuously are the indicators of the teacher’s professionalism. Teacher professional development to improve the professionalism standard related to skills; includes mastery of teaching materials and learning methodologies as well as professional attitude regarding motivation and commitment of teachers in performing their duties, needs to be improved to create synergy towards quality of education.
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Frågåt, Thomas, Ellen K. Henriksen, and Cathrine W. Tellefsen. "Pre-service science teachers’ and in-service physics teachers’ views on the knowledge and skills of a good teacher." Nordic Studies in Science Education 17, no. 3 (September 14, 2021): 277–92. http://dx.doi.org/10.5617/nordina.7644.
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Science teacher knowledge and skills have been thoroughly discussed by researchers; however, less is known about how teachers themselves conceptualise their professional qualities. We asked first and final-year pre-service science teachers and in-service physics teachers to describe the knowledge and skills needed to be a good science/physics teacher. Data was collected through a one-item questionnaire, followed by interviews. Using thematic coding with inductively defined codes as well as codes derived from theoretical perspectives on teacher knowledge and skills (notably the Refined Consensus Model of PCK), we found that all respondent groups emphasised science content knowledge as important. In-service teachers also often described external factors such as working conditions. First-year pre-service teachers put more emphasis on pedagogical skills and personality traits, whereas final-year pre-service teachers expressed a more integrated view of science teacher knowledge and skills. Further, we discuss the need for teacher education to focus on integrating science content knowledge and pedagogical knowledge through articulating aspects of PCK, and on giving pre- and in-service teachers arenas for professional development and for research-based discussions of teaching and learning.
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Kabilan, Muhammad Kamarul. "Malaysian English language teachers’ satisfaction level of their professional development." English Language Teaching and Research Journal (ELTAR-J) 1, no. 1 (August 31, 2019): 49. http://dx.doi.org/10.33474/eltar-j.v1i1.4770.
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Professional development is an integral aspect of a teacher’s professional life. Effective professional development activities enable teachers, among others, to update and enhance their pedagogical knowledge and skills, and allow teachers to be creative and critical in their teaching approach. But the question is, to what extent the professional development activities and programmes satisfy the teachers’ needs? This nationwide study aims to determine and identify the level of the Malaysian English language teachers’ level of satisfaction of their professional development – whether English language teachers are satisfied with the professional development experiences and opportunities that are provided by the Ministry of Education and the respective State Education Departments. Schools were randomly chosen and the questionnaires were mailed to the headmasters and principals of the schools to be distributed to all English teachers. A total of 2586 (1038 secondary teachers and 1548 primary teachers) questionnaires were received from teachers all over Malaysia. This paper will highlight and discuss the main findings, and provide some critical implications and suggestions in terms of teacher education and planning and implementation of future professional development activities.
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Riabovol, Liliia. "The Essence and Structure of History and Legal Studies Teacher’s Competency: Analysis of Ukrainian and Foreign Scholars’ Approaches." Comparative Professional Pedagogy 7, no. 3 (September 26, 2017): 26–34. http://dx.doi.org/10.1515/rpp-2017-0032.
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Abstract For a teacher to be professionally successful, they should possess relevant competencies. A history and legal studies teacher’s competency as an integrated entity has not been the subject of scientific researches yet. The paper aims to analyze legal documents as well as scientific literature, generalize and systematize the approaches to understanding the essence and structure of teacher’s professional competency. It is considered as a set of specific competencies; a component of teacher’s competency; one of its two main competencies. These approaches do not contribute to understanding teacher’s competency as a holistic integrated formation; competencies, which are singled out along with teacher’s professional competency and should be considered as its organic components. The structure of teacher’s competency based on the positions of functional approach is described as a set of components, namely, knowledge of psychology and pedagogy, abilities, skills, emotions, internal motivation, attitudes, moral and ethical values, experience; gnostic, constructive, organizational, communicative, analytical, creative, predictive, projective, informational, pedagogical skills, etc. The teacher’s competency is denoted by different terms. Its essence is fully revealed by the term “professional and pedagogical competency”, which allows describing teacher’s competency as a holistic personal entity belonging to a particular professional teacher, comprehensively characterizing it and serves as a means of achieving pedagogical goals and solving pedagogical tasks, a criterion for a professional teacher’s development. Despite certain differences in understanding the essence and the vision of teacher’s competency structure, almost all researchers of this problem agree on the fact that the factors of developing a highly competent teacher are high-quality pedagogical education, professional training and lifelong professional development. Rather perspective are further studies on specification of the volume and the content of knowledge, skills and abilities, the values of history and legal studies teachers as components of their competency, as well as experimental confirmation of relevant theoretical positions.
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Khruzd-Matushchyk, Alisa. "Professional preparation and training of teachers – selected issues." Osvitolohiya, no. 6 (2017): 149–55. http://dx.doi.org/10.28925/2226-3012.2017.6.149155.
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The subject of teachers’ professional training and improvement requires particular care and attention, it provides inspiration to think over the current potentialities of teachers’ professional development and preparing them for work. Becoming a good educator requires time, which is not the most important factor of professional development. During university studies and over the consecutive years of their professional work, teachers collect experiences. However, their workshop should not be constructed only on the basis of experience. Professional teacher training is the field owing to which teachers supplement their knowledge and acquire new skills, indispensable in the dynamic and demanding work of an educator. What is undertaken in this study are the issues of functioning in the teacher’s profession – from educating university students to the challenges of professional work. The article consists of several parts. The first is dedicated to the educating of teachers, the next to the significance of teaching internships in the process of preparing for professional work. The third part comprises the characterization of some selected fields of teacher training and different possibilities of developing professional and personal competences are indicated here. The study is completed with a recapitulation.
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., Hasnawati. "KOMPETENSI GURU DALAM PERSFEKTIF PERUNDANG - UNDANGAN." Inspiratif Pendidikan 9, no. 1 (June 11, 2020): 68. http://dx.doi.org/10.24252/ip.v9i1.14125.
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Teacher competence is the ability of a teacher to do duties responsibly and properly. Competence is the ability and authority of teachers to carry out their teaching profession. Teacher competence is also the skill or ability possessed by teachers regulated in Law Number 14 in 2005 concerning Teachers and Lecturers, Ministry of Education Number 16 in 2007, and Government Regulation Number 74 in 2008. Teacher competency standards is a set of knowledge, skills and behaviors that must be possessed, comprehended, mastered, and actualized by the teacher to fulfill their professional duty. Teacher competences as referred to article (1) PP 74/2008 include pedagogical, personal, social, and professional competences obtained through professional education. These four teacher competences are holistic which means whole integrated and interrelated. Specifically for PAI (Islamic education) teachers, based on regulation of Religion Ministry Number 16 in 2010 Article 16, there is an additional competency namely leadership.
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Kopzhasarova, U., B. Beisenbaeva, and S. Alken. "Improvement of technical specialty students’ foreign language professional skills." Bulletin of the Karaganda University. Pedagogy series 102, no. 2 (June 29, 2021): 157–63. http://dx.doi.org/10.31489/2021ped2/157-163.
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The article focuses on the problems of foreign language teaching at a technical university. Due to the integration of the Republic of Kazakhstan into the world community young specialists should effectively use a foreign language in their future profession. Teaching foreign languages in non-linguistic universities has particular relevance since foreign language communication of modern specialists in the professional sphere is becoming closer due to the effect of growing professional, business, scientific contacts of specialists in the world community. The article considers the experience acquired by the Foreign Languages department of Karaganda Technical University in developing undergraduate students’ foreign language communicative skills on the basis of the teacher’s experience using YouTube channel and also a professional and technical translation course organized in the University. The ways of developing technical specialty students’ foreign language skills as well as recommendations for teachers are suggested in the given work. The results of the survey among the students on the problems they face in learning the English language, the practice of interactive methods used for improvement of students’ professional foreign language communicative skills and other extra-curricular activities organized by the university foreign language department are also demonstrated.
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Mathur, Sarup R., and Scott C. Marley. "Understanding Urban Teachers’ Perceptions for Professional Development in Classroom Management." Journal of Education and Training 3, no. 1 (September 23, 2015): 35. http://dx.doi.org/10.5296/jet.v3i1.8074.
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<p class="2M-body">114 school teachers from two urban schools participated in an online survey focusing on classroom management skills. Results were analyzed using a mixed method approach. Teachers reported confidence in general classroom management skills. Hierarchical regression results indicated significant gender difference in favor of female teachers and positive correlations between perceived value of professional development (PD) and teacher confidence in general classroom management, addressing specific challenging behaviors, and motivating learners. Furthermore, the teachers favored face-to-face methods as compared to web-based options. Implications for developing an understanding of teacher manageability to provide PD experiences to improve day-to-day classroom management practice are discussed.</p>
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Minyurova, S. A., and O. I. Leonova. "Professional Exam: Assessing Teachers’ Qualifications According to Requirements of Professional Standard." Психологическая наука и образование 21, no. 2 (2016): 66–75. http://dx.doi.org/10.17759/pse.2016210208.
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This paper focuses on the issues of applying professional standards for preschool and school teachers in the assessment of teachers’ qualifications and the development of their professional skills. The paper reviews foreign practices in the subject and approaches to the organization of qualification exams for teachers in various countries. The discussed issues include the development of such criteria for assessing the quality of teaching activity that would promote professional skills in teachers as well as reveal the outcomes of this activity in students. The paper concludes with an outline of the key elements of the model of professional exam for teachers as a form of assessment aiming to prove that teachers’ qualifications meet the requirements of the professional standard.
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Merzon, Elena E., Yury V. Senko, and Elena V. Salimullina. "Festival of school teachers as a practice-oriented form of improving teachers’ skills." Ensaio: Avaliação e Políticas Públicas em Educação 26, no. 99 (June 2018): 278–95. http://dx.doi.org/10.1590/s0104-40362018002601491.
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Abstract The article discusses the formation of the authorial position of the teacher at the Festival of school teachers as innovative forms of improvement of their professional competence. The author’s position is transforming the understanding of the meeting the teacher is the moderator of the Festival and is a potential point of entering them both in professional culture. Hence discussed in the humanitarian paradigm the focus of the author’s position direct participants in educational meetings, manifested in accessing professional – wider – life experiences with each other and with the idea, the sentiment, the co-action. Disclosed humanitarian treatment “teacher-moderator”, which constitutes the process of training and gives them the meeting pedagogical sense.
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Alfiya Zhienbekovna, Turekeeva. "Opportunities for developing professional skill in the process of increasing the qualification of teachers." International Journal on Integrated Education 2, no. 5 (November 9, 2019): 189–93. http://dx.doi.org/10.31149/ijie.v2i5.169.
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The article poses the problem of the development of professional skills, competencies, teacher techniques in the process of advanced training. The scientific studies carried out in the field of the development of professional activities of teachers, the best foreign practices are analyzed. Also, the characteristics of the terms professional skills, competence, and teacher development are given.
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Rosli, Roslinda, and Mohd Fareed Aliwee. "Professional Development of Mathematics Teacher: A Systematic Literature Review." Contemporary Educational Researches Journal 11, no. 2 (May 1, 2021): 43–54. http://dx.doi.org/10.18844/cerj.v11i2.5415.
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Implementing effective professional development (PD) programs can help teachers in developing their knowledge and skills to enhance students learning in the classroom. However, professional development (PD) programs conducted been seen as less helpful for teachers in developing their potential in teaching mathematics. Therefore, a systematic literature review was undertaken to report on the programs of professional development (PD) for mathematics teachers. This review aimed to explore the professional development (PD) programs for mathematics teacher and teacher components of an effective professional development (PD) in the empirical studies. This systematic review utilized 40 research articles from 2015 to 2020 as data from which such data were obtained from databases such as Google Scholar, ERIC, and Springer. The findings show that the mathematics teacher professional development (PD) programs been used to give an impact on teacher attitudes and practices in terms of classroom teaching practices, student learning outcomes, and teacher knowledge and skills. In addition, teachers' factors for an effective professional development (PD) program can be classified into several parts: 1) motivation, 2) attitude, 3) commitment, and 4) self-efficacy. This study is essential to strengthening the competencies of mathematics teachers based on the best model of professional development in line with current educational needs.
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Reddy, KR. "Teaching How to Teach: Microteaching (A Way to Build up Teaching Skills)." Journal of Gandaki Medical College-Nepal 12, no. 1 (February 5, 2019): 65–71. http://dx.doi.org/10.3126/jgmcn.v12i1.22621.
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Microteaching is one of the most recent innovations in teacher training program which is used as a professional developmental tool in pre-service or in-service teacher training programs. Microteaching helps teachers to better understand the processes of teaching and learning and provides the opportunity to learn teaching skills, to study their own teaching, and to study the teaching of others.
Microteaching is an organized, scaled-down teacher training program where a trainee teacher plans a short lesson, teaches it to a reduced group of students (Three to ten) in a 5 to 20 minute lesson, and then reflects on their teaching afterwards. The lesson is video recorded for either individual or peer review. The trainee teacher’s micro-lesson is reviewed, discussed, analyzed, and evaluated to give a feedback. Based on this feedback, the trainee teacher re-teaches the micro-lesson, incorporating those points raised during the discussion and analysis.
The main objective of this article is to address and emphasize that microteaching has the potential to improve the teachers’ pedagogic skills, competencies, self-confidence, beliefs, and attitudes with minimum available facilities and to provide students with valuable teaching experiences and make them aware of the benefits and relationships between theory and practice.
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Bekturov, T., and S. Chelpakova. "The Role and Place of Pedagogical Techniques in Improving the Professional Skills of Teachers." Bulletin of Science and Practice 7, no. 2 (February 15, 2021): 324–29. http://dx.doi.org/10.33619/2414-2948/63/38.
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Under the context of growing demand for teachers’ professional training, the issues of the formation and improvement of their pedagogical mastery become of current interest. A teacher who wants to develop his/her pedagogical skills shall constantly learn to apply pedagogical methods in his/her work. After all, the professional competence of a teacher directly depends on the possession of professional technique. The purpose of this work is to clarify the concept of “pedagogical technique” and determine its place and role in improvement of teacher’s professional mastery. In this regard, methods of analysis, synthesis, comparison, generalization, and clarification were used. The narrative of the importance of clarifying the definition of the term is presented for defense and the version proposed is as follows: “Pedagogical technique is an important component within the structure of pedagogical skills, their forms, practical manifestation, through which a high level of pedagogical professionalism can be formed and developed”. The knowledge of structure of pedagogical methods and formation of appropriate behavioral skills increase the teacher’s professionalism. Therefore, in teacher’s activities, pedagogical technique steps forward as a system of social and pedagogical support of the educational process, which performs a number of functions in teaching and educational work.
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Harangus, Katalin, Zsófia-Irén Horváth, and Gabriella Kovács. "A study of trainee teachers’ image of practising teachers and their ICT expectations." World Journal on Educational Technology 8, no. 1 (May 2, 2016): 25. http://dx.doi.org/10.18844/wjet.v8i1.497.
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Digital illiteracy is one of the great challenges of education. In our information society, an adequate level of digital proficiency is an important requirement and teachers’ skills, personality, competence and professional experience are important factors in determining the efficiency of the teaching-learning process. This research has two goals. First, we tried to find out what characteristics a “good” and a “bad” teacher would have based on the trainee teachers’ own experience as secondary school students. We also wanted to know what they think about the social roles of teachers; about the importance of native language in education; what expectations they have regarding the computer skills and competences of secondary school teachers; and what experience they have regarding the use of ICT equipment in the education process. The answers to the open questions about teachers were grouped into four categories: professional expectations, preparedness, teaching skills, personality traits and behaviour. We developed four statistically relevant factors to determine the level of teachers’ computer skills and we used a set of questions containing 10 items to examine the experience of trainee teachers regarding the use of ICT in education. Our study reveals the situation of Hungarian vocational training from Romania, which is a key factor for high-quality teacher training. Keywords: teacher image, computer skills and competences, trainee-teachers
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Velikaya, Elena. "New approaches to teacher development in an EAP context." Journal of Language and Education 1, no. 1 (March 1, 2015): 38–44. http://dx.doi.org/10.17323/2411-7390-2015-1-1-38-44.
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Professional development is an important part of teachers’ professional lives. It involves improvement of individual skills, personal performance, chances of obtaining a good job, and career advancement. The article reports on teacher professional development of English language teachers. It, first, explains the need for teacher training seminars and an increased demand for new IELTS exam teaching skills based on a study conducted by the author; then it outlines standards for English teachers and, finally, it looks at various areas of teacher development at the tertiary level, such as teaching portfolio, collaboration, teacher study groups, workshops, and research seminars. Findings reveal that teachers lack experience of teaching for IELTS and its assessment; they have also difficulties in teaching academic style to students and explaining the text structure for two IELTS essays; the format of the speaking part is also a problem with several teachers. These results indicate that there is a need for teacher training seminars as the first step in teacher development and a demand for continuous professional development in a particular university context.
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Al-Mahdi, Osama. "Action Research and Teachers’ Professional Development: Examples and Reflections." International Educational Research 2, no. 3 (October 1, 2019): p37. http://dx.doi.org/10.30560/ier.v2n3p37.
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Teacher professional development had received a growing interest in the past decades due to their importance in improving teachers' knowledge, skills and values. There are various approaches and types of teachers' professional development. This paper begins by discussing the definition, characteristics and models of teachers’ professional development. Then it outlines some ideas related to teacher professional learning communities (PLCs), communities of practice (CoPs), mentoring and coaching. Next, the paper focuses on action research as one of the widely used approaches in both research and teacher professional development. The potential benefits of action research in building teachers’ professional capacity is presented next. The paper concludes with a discussion about the implications of utilizing action research in the educational development program for school principals in Bahrain Teachers College.
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Provorova, Ye. "IMPROVEMENT OF METHODICAL COMPETENCE OF MUSIC TEACHERS IN COMPREHENSIVE SECONDARY EDUCATION INSTITUTIONS." Pedagogical education: theory and practice. Psychology. Pedagogy, no. 34 (2020): 14–20. http://dx.doi.org/10.28925/2311-2409.2020.34.2.
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The article is devoted to the problem of improvement of methodological competence of music teachers in general secondary educational institutions through a well-thought-out system of school methodical work. The definition ofsuchconceptsas“professionalcompetenceofamusicteacher” and“methodicalcompetenceofamusicteacher” is proposed. Under the professional competence of a music teacher we understand the holistic characteristics of the personality of the specialist with the already-formed set of competencies that allow him to perform his professional functions effectively, to update and enrich his knowledge constantly, to develop new skills according to the level of science and technology, to be ready for social changes, to enjoy his professional activities. In its turn, the methodical competence of the teacher-musician is interpreted as an integral characteristic of personality, which determines the ability to solve professional problems in situations of real practical musical-educational activities, corresponds to the main types of methodical activities of music teachers and is a set of components such as orientational (professional orientation), cognitive (methodical knowledge), operational-active (methodical skills), personal (professionally significant personal qualities) and social-behavioral (experience). The functions of methodical work in the institution of general secondary education (planning, organizational, diagnostic, prognostic, modeling, corrective functions) and criteria of optimality of results of teacher’s methodical work (criterion of efficiency, criterion of rational spending time and economy, satisfaction of the teacher with the work, criterion of effective methodical work) are studied out. The characteristics of traditional and innovative methods, forms and technologies of improving the methodological competence of music teachers in general secondary education are given, which include concilium, round table, methodical ring, auction of pedagogical ideas, business game, week of pedagogical sciences, pedagogical workshop, master classes , pedagogical mosaic, creative laboratory, discussion-aquarium, debates, information and communication technologies, etc.
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Nurfuadi, Nurfuadi, Supriyanto Supriyanto, and Maridi Maridi. "PENGEMBANGAN MODEL EVALUASI KINERJA GURU BERSERTIFIKASI DI PURWOKERTO BANYUMAS." Jurnal Penelitian Agama 18, no. 2 (August 21, 2017): 196–223. http://dx.doi.org/10.24090/jpa.v18i2.2017.pp196-223.
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Abstract: Teachers as a part of professional educators are having the main task of educating, teaching, guiding, directing, training, assessing, and evaluating learners in early childhood education on formal education, primary education and secondary education. In performing their duties, teachers apply skills, skills that suitable with the quality standards or specific norms they obtain through professional education.
The target of this research is the teachers who have passed the certification and have received professional allowance from 2008 in Banyumas District Education Office. Data on these teachers is based on the data sourced from Teachers Certification Teams of Banyumas District Education Office. The total amount of teachers who have passed the certification and received professional allowance in Education Department of Banyumas Regency as many as 6,884 people.
Keywords: Model Development, Performance Evaluation, Teacher Certified
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Akram, Muhammad, and Anser Mahmood. "A Correlation Study of Pakistani EFL Teachers’ Professional discerning and their Critical Thinking." Arab World English Journal, no. 2 (January 15, 2021): 378–87. http://dx.doi.org/10.24093/awej/mec2.27.
Full textAbstract:
A great deal of research is done on teacher training and teacher education worldwide, but a few studies appeared on teacher’s professional discerning and particularly on teachers’ critical thinking skills. Critical thinking, with regard to EFL teachers, has not been taken into consideration early on. This study explores the relationship between EFL teacher’s professional discerning and their critical thinking in Pakistani context. A quantitative paradigm has been adopted to find out if there is any relationship between EFL teachers’ professional discerning and their critical thinking. The participants consisted of 93 EFL teachers teaching English at the university level in Pakistan. The researcher utilized a professional discerning (identity) research tool taken from Sheybani and Miri (2019) and a derived Critical Thinking Inventory (DCT) designed by the researcher to collect data. To analyze the relationship between EFL teachers’s professional discerning and their critical thinking ability, the data were analyzed by R (statistical program). The results of correlation analysis unfolded that the sub-constructs of professional discerning questionnaire tools are predicted by critical thinking. A highly positive and statistically significant correlation was observed in the analysis. The study highlights the significance and important role of critical thinking in shaping EFL teachers’ professional discerning, particularly in their teaching context. The study proves the inventive conduct of EFL teachers in the present era of knowledge and learning. The study will positively contribute to language teaching and learning, and it would open up new vistas for EFL teachers, syllabus designers, and academia.