Relevant bibliographies by topics / Teacher's professional reflection

Contents

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

Academic literature on the topic 'Teacher's professional reflection'

Author: Grafiati
Published: 3 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "Teacher's professional reflection"

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Sagala, Deni Roulina, and Evi Karlina Ambarwati. "RECONSTRUCTING PROFESSIONAL IDENTITY: REFLECTION FROM KAMPUS MENGAJAR PROGRAM." JELA (Journal of English Language Teaching, Literature and Applied Linguistics) 7, no. 1 (2025): 1–14. https://doi.org/10.37742/jela.v7i1.150.

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The development of a teacher's professional identity is important in the world of education but is often faced with challenges between theory and practice, especially for pre-service English teachers in Indonesia. This gap in understanding the profession's complexity can impact pre-service teachers' professional readiness and commitment. This study explores the influence of teaching mentoring experiences through the Kampus Mengajar Program on pre-service English teachers' professional identity formation. By employing a qualitative phenomenological approach, this study focuses on the reflection
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Nikula, Natalia. "Ability to Reflect as the Basis of the Professional Development of a Teacher." Problems of Education, no. 1(98) (June 27, 2023): 314–29. http://dx.doi.org/10.52256/10-3986.1-98.2023.20.

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In the article, the author analyzed the pedagogical views of classical teachers, modern scientists and normative documents of Ukrainian education. In which the problem of developing the teacher's ability to reflect is relevant. An interdisciplinary study of the problem was carried out, which is investigated from the standpoint of philosophy, psychology, and pedagogy. An analysis of the concept’s "reflection", "ability to reflect" was carried out. It was found that the ability to reflect is the ability to carry out self-analysis and self-evaluation in the process of professional activity, the a
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Girotto Júnior, Gildo, and Carmen Fernandez. "FOLLOWING EARLY CAREER CHEMISTRY TEACHERS: THE DEVELOPMENT OF PEDAGOGICAL CONTENT KNOWLEDGE FROM PRE-SERVICE TO A PROFESSIONAL TEACHER." Problems of Education in the 21st Century 55, no. 1 (2013): 57–73. http://dx.doi.org/10.33225/pec/13.55.57.

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In this study the aim was to investigate the development of Pedagogical Content Knowledge (PCK) of early career chemistry teachers. Two pre-service chemistry teachers were followed during a one-semester course and after a three-year period as formal high school teachers. The data involved teachers´ writings, recordings of lessons and reflections during the course. After three years, the same content lessons in an actual school environment were videotaped. The teachers were then interviewed using the videotapes for stimulated recall. The instruments Content Representation (CoRe) and Pedagogical
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Dzhegutanova, Natalia Ivanovna. "Teachers' value-semantic reflection of their professional positions as a vector basis for choosing upbringing technologies." KANT 41, no. 4 (2021): 251–55. http://dx.doi.org/10.24923/2222-243x.2021-41.45.

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The article deals with the role and significance of value-semantic reflection concerning teachers' professional positions. The purpose of study to reveal the strategy for the implementation of upbringing technologies for solving the problems of spiritual and moral formation of subjects of education. The complex picture of systemic ideas about a person, the nonlinearity of his formation leads to attempts to simplify technological solutions, which contradicts the essence of the individual's spiritual and moral upbringing. The scientific novelty lies in the description of the function of value-se
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Vogler, Andrea, and John Habron. "Soft Hands: A Mid-Career Percussion Teacher's Professional Development Journey." Bulletin of the Council for Research in Music Education, no. 230 (October 1, 2021): 64–85. http://dx.doi.org/10.5406/21627223.230.04.

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Abstract Professional development is an important part of any teaching career. Although it has been investigated within the field of music education, there is limited research on the experiences of mid-career music teachers from a first-person perspective, especially within a conservatory context. In this collaborative self-study, the authors analyze the professional development journey that one of them undertook as she followed a series of snare drum lessons to enhance her practice as a mid-career percussion teacher. Over a period of a year, the first author kept a research journal, working d
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МИРОШНИК, Олена Георгіївна. "ЕМПІРИЧНЕ ДОСЛІДЖЕННЯ РЕФЛЕКСІЇ ТА ПРОФЕСІЙНО ЗНАЧУЩИХ ВЛАСТИВОСТЕЙ ОСОБИСТОСТІ ПЕДАГОГА". Психологія і особистість 2, № 12 (2017): 281–92. https://doi.org/10.5281/zenodo.853472.

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The results of empirical study of reflection and professionally significant qualities of pedagogue showed the expediency of appliance of polyprocessual approach to the reflection as a macroprocess, which includes distinct complexes of reflective processes. Quantitative analysis of teacher’s reflection processes, that provide the regulation of his/her professional consciousness, perception and understanding of pupils’ psychological features, peculiarities of conducting of pedagogical interaction, demonstrated the selective character of teacher’s reflection display. Thus, professional self-aware
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Shinta Sari, Septhina, Joko Nurkamto, and Dewi Rochsantiningsih. "Teacher Professional Development: The Story of English Teacher's Beliefs and Practices." ELS Journal on Interdisciplinary Studies in Humanities 3, no. 1 (2020): 150–57. http://dx.doi.org/10.34050/els-jish.v3i1.9313.

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Teacher professional development is often seen as the key to powerful education improvement. Therefore, teachers are expected to experience continuous professional development to keep abreast with the endless change taking place in the education routines. This study revealed the teacher’s beliefs and practices regarding with teacher professional development activities. Using qualitative study, mainly through written guided reflection and interview, this investigation resulted in two important findings. The first dealt with the teacher’s strong and positive beliefs toward teacher professional d
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Attard And, Karl, and Kathleen Armour. "Reflecting on reflection: a case study of one teacher's early-career professional learning." Physical Education & Sport Pedagogy 11, no. 3 (2006): 209–29. http://dx.doi.org/10.1080/17408980600986264.

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Kasaćova, Bronislava. "Reflection in the undergraduate teacher training." New Educational Review 2, no. 1 (2004): 93–104. http://dx.doi.org/10.15804/tner.04.2.1.09.

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The study brings an outline of pedeutological bases as well as reasons of changes in teacher training in the sense of neo-professionalism. The following subjects are taken into account: changes to view teacher's profession; foreign researches on investigation in teacher training; reflection as a tool of teacher's professional development; phenomenological analysis, portfolios and diaries in student's reflection; reflection in the process of becoming a teacher.
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Usoltseva, Inessa. V., Natalia A. Savotina, Igor V. Metlik, and Yaroslava A. Kabalevskaya. "Difficulties and Resources of Teachers' Adaptation in Teachers' Reflection." ARPHA Proceedings 3 (November 25, 2020): 2609–19. https://doi.org/10.3897/ap.2.e2609.

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Improving the quality of teacher's training can be difficult without analyzing the crucial problems and resources to overcome the former which exist at the initial stage of the teacher's work. The article is devoted to this relevant problem. The aim of the article is a comprehensive analysis of factors that are actualizing the capacity of school teachers at the initial stage of their work.The leading method for researching the problem is the authors' questionnaire "Reflection on early pedagogical experience". A total number of 104 school teachers with a different length of service at school we
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Dissertations / Theses on the topic "Teacher's professional reflection"

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Attard, Karl. "Reflecting on reflection : a case-study of one teacher's early-career professional learning." Thesis, Loughborough University, 2006. https://dspace.lboro.ac.uk/2134/34494.

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This research aims to analyse the ways in which one early-career teacher learns through and about professional practice. Data presented in this study are drawn from thirty months of reflective teaching and focus on pedagogical practices, critical reflection upon those practices, and the teacher's ongoing professional learning. The research methods used in this study are a combination of qualitative methods including reflection, action research, and case-study (more specifically, self-study). Also, reflective journal writing has been a useful tool for the teacher-researcher to understand his ow
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April, Lynne Celeste. "A teacher's story of personal and professional growth and development through the use of reflection." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53305.

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Thesis (MEdPsych)--Stellenbosch University, 2003.<br>ENGLISH ABSTRACT: The research question I wondered about was whether becoming a reflective practitioner/teacher could contribute to a sense of empowerment and greater effectiveness in practice. I am telling my own story in this study and have chosen to do this through the use of a variant of Life History Research called Narrative Inquiry. This is a qualitative approach to research and makes use of narratives. Field texts (journal entries, family stories, teacher stories) were produced through conversations, observation and journal wr
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Prilop, Christopher Neil [Verfasser], Marc [Akademischer Betreuer] Kleinknecht, Marc [Gutachter] Kleinknecht, Matthias [Gutachter] Nückles, and Alexander [Gutachter] Gröschner. "Fostering and assessing preservice teacher's professional competence with digital reflection and feedback environments / Christopher Neil Prilop ; Gutachter: Marc Kleinknecht, Matthias Nückles, Alexander Gröschner ; Betreuer: Marc Kleinknecht." Lüneburg : Leuphana Universität Lüneburg, 2021. http://d-nb.info/1237497515/34.

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Imel, Telena S., Philip B. McManus, Maryanne Palmer, and Christine Panarese. "Engaging Teachers in the Reflective Process: How one Massachusetts School District Facilitates and Sustains Teacher Growth." Thesis, Boston College, 2014. http://hdl.handle.net/2345/3834.

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Thesis advisor: Lauri Johnson<br>This qualitative case study examined the perceptions of teachers and leaders in one Massachusetts school district about the actions of school leaders that engaged teachers in the reflective process. Utilizing Lave and Wenger's (1991) "Communities of Practice" as a framework enabled the researcher to examine the extent to which a social process of learning existed and whether the district's current structures and conditions engaged teachers in the reflective process. The findings from this study drew upon interview, observation, and document data to explore teac
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Cullen, Danielle M. "EXPLORING ELEMENTARY GENERAL MUSIC TEACHERS’ REFLECTIVE STRATEGIES WITHIN A TEACHER COLLABORATION GROUP: AN INSTRUMENTAL CASE STUDY." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/522804.

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Music Education<br>Ph.D.<br>The purpose of this instrumental case study was to describe the ways two elementary general music teachers participating in a teacher collaboration group (TCG) used reflective strategies in their classrooms. The following questions initially framed the case: When these two teachers engaged in reflective strategies, (1) What did they notice about their students’ performance and their own teaching practices? (2) What did they describe as the benefits and challenges of incorporating reflective strategies? and (3) What insights did they articulate as a result of their p
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Bush, Nicole Lea. "The evolution of a professional learning community in a professional development school." Ashland University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1458523042.

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

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This thesis uses a case study to explore teachers’ professional learning in one secondary school in the south of England. An interpretive, qualitative case study approach was adopted. Data were collected using semi-structured interviews, questionnaires and staff biographies to explore the key research questions. These investigated how the teachers perceive their own learning and development, what teachers think they learn and develop and what activities impact teachers’ learning and development. A review of the conceptual frameworks focused on three different areas. Firstly, a consideration of
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Glathar, Wade R. "Action Research as Professional Development: A Study of Two Teachers." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1627.

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This study examines the experiences of two teachers in a public charter school who implement action research in their classrooms. The study explored the key elements of professional development as well as action research and makes the case as to why action research is an effective tool for teacher development. Participants were selected based on having little teaching experience and familiarity with action research. The study examined the experiences of teachers who have had limited professional development as they use action research in their practices. Data for the study were drawn from inte
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DeLany, Judith C. "Relationships among collegial coaching, reflective practice, and professional growth /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9809681.

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Valdez, M. Michele. "Investigation into student teacher reflections on their professional experiences and how those reflections impact classroom practice." Laramie, Wyo. : [University of Wyoming], 2006. http://proquest.umi.com/pqdweb?did=1268609861&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Books on the topic "Teacher's professional reflection"

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Jones, Jean. Teacher as reflective professional. Universityof London, Institute of Education, 1994.

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Hammerness, Karen. Seeing through teachers' eyes: Professional ideals and classroom practices. Teachers College Press, 2006.

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Educational Resources Information Center (U.S.), ed. Analysis of reflective professional development models. Far West Laboratory for Educational Research and Development, 1995.

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Julie, Anderson, ed. Reflective teaching: Evidence-informed professional practice. 3rd ed. Continuum International Pub. Group, 2008.

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Sarah, Robbins, ed. Teachers' writing groups: Collaborative inquiry and reflection for professional growth. Kennesaw State University Press, 2006.

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Henderson, Robyn. Professional learning, induction and critical reflection: Building workforce capacity in education. Palgrave Macmillan, 2015.

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Carr, Judy F. Teaching and leading from the inside out: A model for reflection, exploration, and action. Corwin Press, 2008.

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Carr, Judy F. Teaching and leading from the inside out: A model for reflection, exploration, and action. Corwin Press, 2008.

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Carr, Judy F. Teaching and leading from the inside out: A model for reflection, exploration, and action. Corwin Press, 2008.

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Carr, Judy F. Teaching and leading from the inside out: A model for reflection, exploration, and action. Corwin Press, 2008.

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Book chapters on the topic "Teacher's professional reflection"

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Webster, R. Scott, and John D. Whelen. "Understanding and Interrogating Professional Standards." In Rethinking Reflection and Ethics for Teachers. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-32-9401-1_2.

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Jyrkiäinen, Anne, Outi Stüber, and Marita Mäkinen. "Student teachers creating space for teacher educators’ reflection and professional development." In Exploring Professional Development Opportunities for Teacher Educators. Routledge, 2021. http://dx.doi.org/10.4324/9781003160052-4.

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Benz, Christiane, Friederike Reuter, Andrea Maier, and Johanna Zöllner. "Kindergarten Professionals’ Perspectives on Observing Children’s Mathematical Competencies." In Teaching Mathematics as to be Meaningful – Foregrounding Play and Children’s Perspectives. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-37663-4_13.

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AbstractObserving on a diagnostic basis allows a qualified view of children’s present and potentially following mathematical competencies and is therefore vital for adaptive learning support processes. Awareness of appropriate support measures is essential for the planning of learning environments, play activities, and individually adequate interaction. The paper reports on the results of a study addressing in-service kindergarten professionals’ selection of and reflection on suitable diagnostic situations and diagnostic tools. First, aspects of professionals’ observing and diagnosing competen
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Glasswell, Kathryn, and Josephine Ryan. "Reflective Practice in Teacher Professional Standards: Reflection as Mandatory Practice." In Self-Study of Teaching and Teacher Education Practices. Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-3431-2_1.

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Farrell, Thomas S. C. "Professional Development." In Reflective Practice in ESL Teacher Development Groups. Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137317193_2.

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Beach, Richard, Ashley S. Boyd, Amanda Haertling Thein, and Allen Webb. "Fostering Teacher Reflection and Professional Development." In Teaching to Exceed in the English Language Arts, 3rd ed. Routledge, 2022. http://dx.doi.org/10.4324/9781003177364-15.

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Salter, Abigail, Amanda Smith, and Stephen Moss. "An Exploration of the Use of Reflective Assessment by Policing Apprentices Whilst in an Operational Setting." In Creativity and Critique in Digital Learning and Teaching. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-68086-1_12.

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Abstract This chapter explores the concept of using reflective practice as a tool to assess learning throughout a work-based learning module in the Police Constable Degree Apprenticeship (PCDA) at The Open University. The research uses a constructivist approach involving the collection of qualitative data. Whilst reflection has emerged as a ‘universally accepted ingredient of professional development’ (Amhag in International Journal of Mobile and Blended Learning 12:1–16, 2020, p. 2) there appears to be ‘little or no agreement’ on what reflective practice is (Hargreaves in Assessing reflective
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Farrell, Thomas S. C. "Final Reflections: Professional Self-Development." In Reflective Practice in ESL Teacher Development Groups. Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137317193_11.

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Wicht, Steven. "The Influence of Mentors on Instruction and Reflection." In Advances in Higher Education and Professional Development. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-8380-0.ch010.

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This chapter uses a qualitative, single researcher-participant diary study to detail how a novice ESOL teacher in a community-based adult basic education program used the advice of mentors to plan and reflect on instruction. A thematic analysis revealed three instructional areas where mentors influenced the novice teacher: implementing guided small group instruction, distinguishing obligation language (i.e., modality) and formality, and giving advice in authentic contexts. Each instructional theme moved through similar stages. The novice teacher identified an issue in his instruction, consulte
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Klefbeck, Kamilla. "A Former Special Educational Needs Teacher's Critical Reflections About Lesson Plans and Adjustments." In Developing Inclusive Environments in Education. IGI Global, 2023. http://dx.doi.org/10.4018/979-8-3693-0664-2.ch008.

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This chapter engages in a retrospective analysis of a teacher's previous teaching experiences at a Swedish special-needs secondary school for pupils with intellectual disabilities. The chapter aims to explore the potential of reflective practice in supporting the professional development of special educational needs and disabilities (SEND) teachers, with the goal of improving the education and outcomes of their students. The chapter evaluates lesson plans centered on democratic values and student agency, using critical reflection within a step-by-step approach. Through this evaluation, the cha
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Conference papers on the topic "Teacher's professional reflection"

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Vieira, Flávia, Sílvia Monteiro, Sandra Santos, Íris Pereira, Fátima Morais, and Susana Caires. "FOSTERING REFLECTION IN INITIAL TEACHER EDUCATION: THE STUDENT TEACHER'S PERSONAL AND PROFESSIONAL DEVELOPMENT INSTRUMENT." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1408.

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Anđelković, Slađana, Maja Vračar, and Ilija Lazić. "Initial education of geography teachers and professional development: The way to sustainable education." In Zbornik radova – VI Kongres geografa Srbije sa medunarodnim ucešcem. University of Belgrade - Faculty of Geography, Belgrade, 2024. http://dx.doi.org/10.5937/kongef24068a.

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The paper discusses the issue of professional development of geography teachers which involves changes in the existing concept of teacher's competences, starting from quality initial education of the teacher, continuous (formal and informal) education as well as self-evaluation and self-reflection about the teaching experience and the teacher's professional development, which create a unified system. Starting from the concept of education for sustainable development, as well as the changes caused by the implementation of this concept on the field of education, together with the results of rese
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Máčajová, Monika, and Zuzana Zajacová. "PREDICTIVE ROLE OF SELF-REFLECTION IN TEACHER'S PROFESSIONAL IMPROVEMENT." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.2035.

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OVCERENCO, Nadejda. "The mechanism of teacher's reflection on goal-setting in innovative activity." In Interconexiunea dimensiunilor de formare profesională prin studii superioare de licență, master, doctorat în științe ale educației . Ion Creangă Pedagogical State University, 2023. https://doi.org/10.46727/c.09-12-2022.p97-103.

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The paper analyzes the phenomenon of teacher reflection on goal setting in innovation activity. The concept of pedagogical personnel reflection on goal setting in innovation activity is understood as the teacher’s ability to understand and analyze one’s own innovative consciousness and corresponding behavior, the ability to reflect on what is happening in his mind regarding the quality of the concept of goal setting in innovation activity. Also identified are the signs of teacher reflection on goal setting in innovation activity. The results of the study drew attention to the importance of tak
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CAZACU, Lucia. "Experimental points of mentoring activity in the opinion of teachers from early early education institutions." In "Ştiință și educație: noi abordări și perspective", conferinţă ştiinţifică internaţională. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.v2.21-22-03-2024.p177-181.

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The training and professional development of the teaching staff constantly requires new visions and additions to improve the paradigms of professional development, including at the workplace. Mentoring offers a unique possibility of avoiding ineffective individual effort, of self-doubt, of overcoming blockages, of positive professional affirmation. In addition to professional skills and accumulated experience, today's teaching staff must show flexibility and receptivity to new things, the ability to learn continuously through courses, seminars, trainings, through mentoring, self-taught, from c
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Trif, Letitia. "EARLY EDUCATION. PROFESSIONAL STANDARDS, COMPETENCIES AND INDICATORS." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-141.

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Professional standards of teachers in early education had as main landmark learning and development standards for children from birth to 7 years old. They are formulated by UNICEF experts in international documents and disseminated in European countries. The main goal is to create a positive context for teacher professional growth and enhance the quality of educational practices. Therefore the teacher must have a whole range of skills that ranging from the way they think about the child, infancy and infant education, individualization of learning, an integrated approach to child development, t
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Romanowski, Joana Paulin. "THE LEARNINGS OF THE BASIC EDUCATION TEACHER." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end134.

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The research has as object of study the learning of basic education teachers in order to identify the learning of basic education teachers in their professional performance that contribute to their teacher education. The survey was conducted through a questionnaire using the Lickert scale answered on the google forms platform. 370 teachers from all regions of Brazil participated in the research. The study references are based Zeichner (2008), Martins (2009, 2016). In the analysis of the answers, the highest index of the scale was considered for the indication of the percentages. None of the an
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Levterova-Gadjalova, Dora, and Krasimira Ivanova. "Teachers‘ Reflection on Personalized Learning." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.14.

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Personalized learning as a new trend in inclusive education is undoubtedly influenced by teachers‘ reflections before and after its implementation. The carried-out reflection allows each teacher to change previously established positions for the implementation of the educational activity, to reach the ability to change his points of view according to the strengths and potential of the students, and thus achieve greater efficiency in the learning process. Through realized reflection, each teacher creates creative attitudes towards and for the learning process and undoubtedly a more complete uni
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Pricope, Mihaela, Simona Mazilu, and Fabiola Popa. "MOTIVATING STUDENTS IN THE ONLINE TEACHING ENVIRONMENT IN PANDEMIC TIMES." In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-035.

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Online learning is a challenge, a unique experience and an opportunity for self-reflection and progress for both students and teachers. The virtual teaching experience brings changes on several levels, among which we mention: study conditions, teaching materials, communication between colleagues and between students and teacher, feedback given to students. There are various factors that may influence the effectiveness of online learning, one of the most important being the level of motivation that teachers and students have in the teaching-learning process. According to Ryan &amp; Deci [8], re
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Eshuis, Elise, Kariene Mittendorff, and Helen Baarslag. "Reflection in technical higher education: student perceptions." In SEFI 50th Annual conference of The European Society for Engineering Education. Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1218.

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The project 'Strengthening reflection in technical higher education programs' is a response to the need for well-trained reflective science and engineering professionals and the subsequent question of teachers about how reflection can be designed and embedded in a meaningful way, especially in technical study programs. Within this project, eight technical education teams from two Dutch universities of applied sciences are working on improving the use of reflection in their curriculum. Among other things, teachers are professionalized in their guidance skills, to improve the guidance of reflect
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Reports on the topic "Teacher's professional reflection"

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Mastne, Patrizia. Teachers' Critical Reflection in an Equity-Focused Professional Learning Community: A Case Study. Portland State University Library, 2020. http://dx.doi.org/10.15760/etd.7332.

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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sen
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Wachen, John, Mark Johnson, Steven McGee, Faythe Brannon, and Dennis Brylow. Computer Science Teachers as Change Agents for Broadening Participation: Exploring Perceptions of Equity. The Learning Partnership, 2021. http://dx.doi.org/10.51420/conf.2021.2.

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In this paper, the authors share findings from a qualitative analysis of computer science teachers’ perspectives about equity within the context of an equity-focused professional development program. Drawing upon a framework emphasizing educator belief systems in perpetuating inequities in computer science education and the importance of equity-focused teacher professional development, we explored how computer science teachers understand the issue of equity in the classroom. We analyzed survey data from a sample of participants in a computer science professional development program, which reve
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Aw, Guat Poh, Kar Chun Tan, and Kwee Hua Lim. Teachers as adult learners-effecting professional development and teacher change in primary Chinese language teaching and learning through variation theory and multi-perspectival reflective dialogue. National Institute of Education, Nanyang Technological University, Singapore, 2024. https://doi.org/10.32658/10497/27415.

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The present study serves as an intervention study which adopts the Variation Theory-Multiple Perspectival Reflective Dialogic Professional Development Model (VT-MPR dialogic PD Model developed by the researcher) as a systematic framework to investigate aspects of Cognitive Dissonance (CD) experienced by primary school Chinese Language (CL) teachers in Singapore.
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Cavedon, Carolina. The Power of Reflective Professional Development in Changing Elementary School Teachers' Instructional Practices. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2074.

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Cadiero Kaplan, Karen, Magaly Lavadenz, and Elvira Armas. Essential Elements of Effective Practices for English Learners. Center for Equity for English Learners, 2011. http://dx.doi.org/10.15365/ceel.policy.9.

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One of the most powerful variables for English Learner success is the quality of their teachers. This policy brief published by Californians Together (1) provides a synthesis of effective practices for instructing ELs; (2) presents four research-based essential elements critical for EL program implementation, teacher reflection, and monitoring of teacher effectiveness; and (3) concludes with program and policy recommendations. Three key areas for policy action are prioritized: (1) District and state level policies must require that local and state leadership support the implementation of these
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Silver, Rita, Jessie Lay Hoon Png, Galyna Kogut, Thi Canh Dien Huynh, and Raslinda Ahmad Rasidir. Comprehending reading comprehension: An intervention in P4 reading. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22651.

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The purpose of this project was to follow-up on a prior project1 which investigated the use of Questioning-the-Author (QtA) (e.g. Beck &amp; McKeown, 2002; Beck, McKeown, Sandora, Kucan, &amp; Worthy, 1996) with negotiation for meaning (NfM) (e.g. Pica, 1994) in Singapore Primary 4 (P4) reading lessons (OER 29/08 RS). A 2-year collaborative project was undertaken to assist teachers in understanding and using QtA and negotiated discussions. The intervention also intended to lead to sustainable, school-based teacher development through introducing different ‘generations’ of teachers to join the
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Gupta, Monica. Impact of Self-Development on Developing Teachers. Indian Institute for Human Settlements, 2023. http://dx.doi.org/10.24943/tesf2007.2024.

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"This report shares the findings of a project seeking to document the diversity of formats, locales and processes involved in the implementation of the Self-Development curriculum across the eight colleges of Delhi University offering the BElEd programme. It also critically examines the influence of engaging with the Self Development Workshops (SDW) and the course on Human Relations and Communication (HRC) on the “agency” in the personal, professional and social lives of BElEd alumni and pre-service students from these eight colleges. The report further seeks to explore if reflective thinking
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Mahat, Marian, and Wesley Imms. Archipelago of Possibilities: Facilitator Guide. University of Melbourne, 2020. http://dx.doi.org/10.46580/124323.

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Archipelago of Possibilities is a strategy and professional development workshop created specifically to help teachers and educators uncover what they hold dear in their teaching practice and discover what they consider most important for a successful practice. This workshop uses travel as a metaphor to guide participants in reflecting on their practice, identifying successful factors for success, examining what is holding them back from achieving their ideal practice, and developing steps to create a future ideal teaching and learning space.
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Mahat, Marian, and Vivienne Awad. The 2022 Sophia Program. University of Melbourne, 2023. http://dx.doi.org/10.46580/124373.

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The Sophia Program is a one year professional learning program established by Sydney Catholic Schools in collaboration with the University of Melbourne. The professional learning program is unique, in that it not only involves the acquisition of knowledge and theory of school learning environments but also action-oriented evidence-based research within a professional learning community where groups of educators work collaboratively at the school- and system-level to improve student outcomes. Thirty five participants from six Sydney Catholic Schools participated in the 2022 program. This report
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