Relevant bibliographies by topics / Teacher Education and Professional Development

Contents

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

Academic literature on the topic 'Teacher Education and Professional Development'

Author: Grafiati
Published: 4 June 2021
Last updated: 24 April 2025

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Journal articles on the topic "Teacher Education and Professional Development"

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Zulfitri, Zulfitri. "Teacher Professional Development." JADEs : Journal of Academia in English Education 1, no. 1 (June 15, 2020): 1–18. http://dx.doi.org/10.32505/jades.v1i1.2680.

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Professionalism of teachers is often attributed to three factors are quite important, namely the competence of teachers, teacher certification and teacher professional allowance. The third factor is the background that was allegedly closely associated with the quality of education. Professional teachers as evidenced by its competence shall promote the establishment process and product performance which can support the quality of education. Competent teachers can be evidenced by the acquisition of teacher certification following an adequate allowance according to the size of Indonesia. Today, there are a number of teachers who have been certified, it will be certified, has gained professional allowance, and will acquire the professional allowance. The fact that the teachers have been certified is a strong assumption, that the teacher already has competence. The problem that arises then, that the teacher is assumed to have had the competence which is only based on the assumption that they have been certified; it seems in the long term it is difficult to be accountable academically. Evidence have been certified, the teacher is present condition, which is generally a quality teacher resources shortly after certification. Therefore, the certification is closely related to the learning process, the certification cannot be assumed to reflect the competence of a superior lifetime. Post- certification should be an early milestone for teachers to constantly improve competence by means of long-life learning. To facilitate the improvement of teacher competence, it is necessary that a competence is initiated in order to manage the development of teachers’ professionalism.
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Humes, Walter. "Conditions for Professional Development." Scottish Educational Review 33, no. 1 (March 18, 2001): 6–17. http://dx.doi.org/10.1163/27730840-03301001.

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This article seeks to contribute to the debate about the professional development of teachers, following the publication of the McCrone Report and subsequent settlement. It starts by identifying some key features, both negative and positive, of the current context of Scottish educational policy: here it is argued that the year 2000 can be regarded as an important watershed in the evolution of Scottish education. The middle section focuses on the recent history and current state of teacher education, taking account of political and professional views on both Initial Teacher Education and Continuing Professional Development. In the final part, an attempt is made to define the principles which should inform future policy on teacher development and to set out the conditions which have to be met if teachers are to be offered genuine professional enhancement. As part of this, the challenges to the major stakeholders in teacher education are considered.
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S. Banumathi, S. Banumathi, and Dr Kalyani Kenneth. "Need of Continuing Professional Development in Teacher Education." Indian Journal of Applied Research 3, no. 8 (October 1, 2011): 182–84. http://dx.doi.org/10.15373/2249555x/aug2013/61.

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Landon, John. "Teacher Education and Professional Development." TESL Canada Journal 5, no. 2 (June 26, 1988): 56. http://dx.doi.org/10.18806/tesl.v5i2.530.

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Erskine, Sheena. "Teacher Education and Professional Development." British Journal of In-Service Education 14, no. 2 (March 1988): 113–16. http://dx.doi.org/10.1080/0305763880140207.

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

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This article explores the individual and institutional professional choices related to the teacher development of the 19 exemplar elementary, secondary English, and math teachers who were still teaching 10-plus years after they entered teaching, either through New Jersey's alternate route (AR) program or college-based (CB) programs in the state. By examining the history of teacher development reform movements affecting the careers of these teachers and the ways in which these exemplar teachers chose to build their careers, two case studies are drawn to demonstrate the impact of the institution as well as the individuals’ professional motivation. The cases highlight the different professional paths and choices these teachers selected. In conclusion, the article recognizes that, rather than their initial choice of pathway, teachers’ development into mature veterans was affected most by their ongoing individual choices of professionalism, which include the effects of the institutions in which they chose to work.
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Taylor, Mike, Anne Yates, Luanna H. Meyer, and Penny Kinsella. "Teacher professional leadership in support of teacher professional development." Teaching and Teacher Education 27, no. 1 (January 2011): 85–94. http://dx.doi.org/10.1016/j.tate.2010.07.005.

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., Rasmitadila, Reza Rachmadtullah, Teguh Prasetyo, Megan Asri Humaira, Diah Andika Sari, Achmad Samsudin, Muhammad Nurtanto, Fitriyani ., and Rohimi ZamZam. "Professional development for Indonesian elementary school teachers: Increased competency and sustainable teacher development programs." F1000Research 13 (November 18, 2024): 1375. http://dx.doi.org/10.12688/f1000research.156946.1.

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Background Various problems, such as a shortage of teachers, especially in certain outlying and underdeveloped provinces, unequal distribution of teachers, low teacher competency, and mismatch between educational qualifications and scientific fields, as well as the demands of increasingly dynamic developments in science and technology, resulting in the need for professional development for elementary school teachers to improve teacher professionalism in Indonesia. These background as a basis for the government to create teacher professional education program for elementary school teachers continuously. It is hoped that it will be able to answer the educational problems facing the Indonesian nation. This research explores the opinions of elementary school teachers who have participated in teacher professional development activities through the in-service teacher professional education program. Methods We collected data through a written survey of 24 elementary school teachers, as well as article documents relevant to the research topic. Data were analyzed using thematic analysis. Result The research produced two main themes: increasing teacher competencies and sustainable teacher development programs. Increasing teacher competency related to social competence, pedagogical competence and professional competence. The sustainable teacher development program is related to the guaranteeing the instructional quality of post-program and multi-sectoral collaboration Conclusion Developing teacher professionalism through teacher professional education program in elementary schools in Indonesia positively impacts teachers’ becoming professional teachers. Teacher professional education program is an indication of improving teacher professionalism, especially in developing teaching skills, improving the quality of instruction, teacher motivation and individual development in dealing with various problems in instruction in the classroom, especially in elementary schools, so that the instructional objectives that have been set can be achieved. The professionalism of elementary school teachers will improve if there are sustainable programs such as mentoring programs from the government, universities and parties that focus on improving the quality of education in Indonesia
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Meesuk, Parinya, Angwara Wongrugsa, and Thipwimol Wangkaewhiran. "Sustainable Teacher Professional Development Through Professional Learning Community: PLC." Journal of Teacher Education for Sustainability 23, no. 2 (December 1, 2021): 30–44. http://dx.doi.org/10.2478/jtes-2021-0015.

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Abstract In Thailand, in-service teachers’ professional development has been implemented through the Professional Learning Community (PLC) program for more than four years to develop teachers’ sustainably. The sustainable development program has spread across the country in the Thai Teacher Council network. The research goals are as follows: (1) to evaluate the causes and results of the Professional Development Program in the form of a Professional Learning Community conducted by the Teachers’ Council of Thailand and (2) to analyze factors affecting success and sustainability of the teacher professional development project. Within the study, 490 samples have been collected from the relevant parties. The respondents have completed the questionnaire and participated in the interview. The research results have revealed that the project is essential for teachers and education personnel. They change the teaching and learning approaches, as well as positive thinking skills; moreover, the students also increase academic achievements.
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Muck, Kátia, and Denise Cristina Kluge. "Language teacher professional education:." International Journal for Innovation Education and Research 9, no. 4 (April 1, 2021): 304–17. http://dx.doi.org/10.31686/ijier.vol9.iss4.3059.

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This article provides a theoretical discussion regarding the implications of peer-to-peer learning in online environments for language teacher professional learning and second language academic literacy. It approaches the use of technology as means to enhance prospective teachers’ cognition and metacognition skills and to foster their language learning, as Language Teacher Education programs usually fulfil a twofold purpose: to learn the language itself and to learn how to teach it as a foreign language. In order to arrive at these implications, it presents a grounded discussion on sociocultural perspective within L2 teacher education, teachers’ beliefs, and mediation in the sociocultural perspective. The discussion reinforces the significance of peer-activities (peer-observation and peer-feedback) to foster a teacher development process. Moreover, it suggests that a guided peer-activity, such as employing the use of carefully elaborated rubrics, could enhance this process.
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Dissertations / Theses on the topic "Teacher Education and Professional Development"

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Mahlaela, Kedibone I. "Teacher assessment for teacher professional development." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71703.

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Thesis (MEd)--Stellenbosch University, 2012.
Bibliography
This study is an investigation of the link between the current South African Integrated Quality Management System (IQMS) as an assessment process and teacher professional development in South Africa. A review of literature confirms that teacher assessment should and could facilitate teacher professional development. However, how teacher assessment affects teacher professional development has not been fully recognized. There is, however, little empirical research available on how teacher assessment affects teacher professional development. Steyn and van Niekerk (2002) have noticed that little is known on the kind of support that teachers should receive as a result of teacher assessment. As a result, people are unclear on how teacher assessment should be implemented in order to yield effective teacher professional development. Though the government took numerous efforts to ensure greater teacher accountability and functional schools over some years via policy interventions such as IQMS, there are still deep-seated challenges that hamper these interventions from working effectively. Therefore, the qualitative case study has used three secondary schools in Limpopo, Capricorn District as the research sites to explore the role of IQMS in teacher professional development. The results from the participants indicate that IQMS is effective but only if a numbers of issues can be considered. Participants highlighted issues like, if every teacher can be trained, and there could be quality training with competitive facilitators, also, if there could be a conducive culture and the climate of the school then that could impact positively on teacher development.
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Smith, Saress Ellerbe. "The use of micro-blogging for teacher professional development support and personalized professional development." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10141721.

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The purpose of this qualitative study was to look at how teachers use micro-blogging, in this case Twitter (www.twitter.com), for their own personalized professional learning and how effective Twitter is as a professional development (PD) tool. In order to measure the effectiveness of the tool, the researcher first gleaned nine essential characteristics of effective PD from the literature. This list was validated by experts in the PD community. The significance of this study was to reveal how participants actually used Twitter for PD, what their perspectives on the tool were, and how effective their experiences were with Twitter as a PD tool. Results of this study can be used to improve current practice, and provide a low cost, accessible, and available mechanism to foster an on-going, learner-centered, approach to PD, thus allowing teachers to become more involved in their own professional growth. For the 4 participants in this study, Twitter use for PD and its effectiveness varied greatly. The effectiveness of the tool depended on the participant’s fluency with the technology and attitude towards social media. For the most fluent participant, Twitter met most of the requirements for effectiveness; however, Twitter use did not automatically provide a mechanism for reflection or self-assessment; nor did Twitter use provide an evaluation of the experience, both requirements of effective PD. With added evaluation and self-assessment processes, and with a fluent practitioner, Twitter does have the potential to be a very effective PD tool with its low cost, accessibility, and availability.

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Hughes, John Anthony, University of Western Sydney, of Arts Education and Social Sciences College, and School of Social Ecology and Lifelong Learning. "Teacher professional development in performing and literary arts education." THESIS_CAESS_SELL_Hughes_J.xml, 2002. http://handle.uws.edu.au:8081/1959.7/393.

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The articles in this portfolio provide an account of research, which for the purposes of this thesis is divided into two broad categories: teacher professional development, and the support of teacher education in literary and performing arts pedagogy. Within this context three issues are addressed. The study can be categorised under research into teacher professional education.Action research and reflective practitioner research methodology were adopted, as this schema is recognised as being highly appropriate to preservice and inservice development of teachers, and to the improvement of teaching approaches and skills especially in the development of new methods of learning.The research has its theoretical foundations in interactive, child-centred theories of education, performance semiotics and psycholinguistic theories of reading. It is also committed to enabling teachers and students to engage creatively and interpretively in the comprehension of artistic texts and the performing arts.
Doctor of Education (Ed.D.)
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Pendergraft, Elizabeth Murray. "Teacher Inquiry in a Professional Development School Environment." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/msit_diss/26.

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Schluntz, Michele. "Developing Collective Teacher Efficacy through Job-embedded Professional Development in Elementary Teachers." Thesis, Northern Illinois University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10829679.

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ABSTRACT DEVELOPING COLLECTIVE TEACHER EFFICACY THROUGH JOB-EMBEDDED PROFESSIONAL DEVELOPMENT IN ELEMENTARY TEACHERS Michele Schluntz, Ed.D. Department of Curriculum and Instruction Northern Illinois University, 2018 Elizabeth Wilkins, Director The purpose of this mixed-method study was to explore the outcomes of a Job-Embedded Professional Development (JEPD) approach on Collective Teacher Efficacy (CTE). Teachers volunteered to participate in one of three literacy teams designed for the study. At the opening of the study, teachers completed the Collective Teacher Efficacy Belief Scale (CTEBS) to determine the level of CTE present prior to engaging in the JEPD sessions. During the three JEPD sessions, teachers engaged in meaningful conversations about situated problems of practice and potential changes to address such concerns. At the conclusion of each JEPD session, teachers completed individual reflection journals documenting their experiences. Upon completion of the final JEPD session, teachers again completed the CTEBS. The study concluded with the completion of one-on-one interviews to provide a deeper understanding to the responses provided through the individual reflection journals. Three major findings were identified in this study. First, it was concluded that a JEPD approach to the professional development of teachers may play a role in influencing CTE. Second, this study supported the Social Cognitive Theory framework of human agency and Triadic Reciprocal Causation. And third, meaningful conversations about situated learning in authentic problems of practice contributed to the development of CTE. As a result of these findings, this study supports a sociocultural approach to the professional development of teachers. Embedded in Vygotsky?s (1978) Socio-cultural Theory, there are five principles that encompass a sociocultural approach to teacher professional development. Teachers in this study experience four out of the five: teacher agency, situational appropriate, dialogical practice, and systemic in view. Utilizing these findings, recommendations for professional development and future research are also discussed.

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Watkins, Amy L. "Facilitating Sustainable Professional Development Programs| A Phenomenological Study of the Use of Online Professional Development." Thesis, Manhattanville College, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13865370.

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This study focused on the motivation of K-12 teachers to participate in district online professional development and to sustain the knowledge or skills learned. This study identified how teachers in a suburban school district, located in the Hudson Valley region of New York state, evaluated the online professional development they received and the extent to which their learning continued beyond the initial training. Through a phenomenological study, data indicated several factors motivated teachers to participate in online professional development; the primary motivator was the relevance of the topic. The online survey and interviews indicated teachers were interested and willing to participate in online professional development when they could choose the topic and the setting in which the learning takes place. An additional motivator was the benefit of collaboration and support provided by the facilitator, both during and after the training. Teachers shared their ability to make connections and to reflect on their own experiences increased when they had the opportunity to work collaboratively with the facilitator to develop and implement a lesson using the new knowledge or skill. Teachers who identified taking relevant district online professional development with collaborative facilitators also reported specific examples of how they implemented skills in their classrooms. Teachers described how the district online professional development helped to improve their students’ learning.

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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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Parson, Demita Sidonia. "School Bullying and Teacher Professional Development." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1709.

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Bullying has become a serious concern in many American public middle schools in recent years. Inadequate professional development (PD) in bullying prevention and response strategies has compounded this problem. The overarching purpose of this study was to increase understanding of the growing problem of school bullying. Bronfenbrenner's socioecological theory, which states that environment and relationships influence student behavior, served as the conceptual framework for this qualitative study. Guiding research questions, grounded in socioecological theory, were used to examine middle school teachers' views of PD and their perceived skills in responding to or preventing bullying. Through purposeful sampling, 8 middle school teachers in a community in rural Alabama were interviewed over a 3-week period. Each had at least 1 year of teaching experience in the local rural setting. To authenticate study findings, discipline referrals and state incident reports spanning the 2 previous years were assessed for teacher management of bullying. Data were analyzed using open coding to identify and categorize the patterns and themes that emerged. Results indicated that the teachers perceived that PD would give them the strategies to recognize and manage incidents of school bullying. These results supported and informed the PD project for middle school teachers. This study contributes to social change by providing professional development that will help teachers to either prevent or manage school bullying appropriately, a benefit to children and communities.
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Ford, Theresa M. "Energy education professional development : assessment of teacher satisfaction /." Link to full text, 2009. http://epapers.uwsp.edu/thesis/2009/Ford.pdf.

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Thesis (M.S.)--University of Wisconsin--Stevens Point, 2009.
Submitted in partial fulfillment of the requirements for the degree Master of Science in Natural Resources (Environmental Education & Interpretation), College of Natural Resources. Includes bibliographical references (leaves 79-84).
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Soderquist, Geraldine Lee. "Teacher professional development in technology integration." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2402.

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The purpose of this project was to design, create, and produce a web site for teachers that instructs them on the creating, developing and sharing of Web Quests. Web Quests utilize the wealth of information on the internet to provide a means of moving the teacher away from lecturer and toward facilitator.
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Books on the topic "Teacher Education and Professional Development"

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1944-, Harvey James, Purnell S. W, and Educational Resources Information Center (U.S.), eds. Technology and teacher professional development. [Santa Monica, Calif.]: RAND, Critical Technologies Institute, 1995.

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A. C. Rushton, Elizabeth. Science Education and Teacher Professional Development. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64107-8.

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Díaz-Maggioli, Gabriel. Teacher-centered professional development. Alexandria, Va: Association for Supervision and Curriculum Development, 2004.

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Lee, John Chi-Kin, and Timo Ehmke. Quality in Teacher Education and Professional Development. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003197973.

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Crandall, JoAnn (Jodi), and MaryAnn Christison, eds. Teacher Education and Professional Development in TESOL. New York, NY : Routledge, 2016. | Series: Global research on: Routledge, 2016. http://dx.doi.org/10.4324/9781315641263.

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Hugh, Sockett, ed. Transforming teacher education: Lessons in professional development. Westport, Conn: Bergin & Garvey, 2001.

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

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Tafazoli, Dara, and Michelle Picard, eds. Handbook of CALL Teacher Education and Professional Development. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-0514-0.

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Klonsky, Michael. Small schools and teacher professional development. [Charleston, WV: ERIC Clearinghouse on Rural Education and Small Schools, AEL, 2002.

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Drajati, Nur Arifah, and Kristian Adi Putra. Teacher Education and Teacher Professional Development in the COVID-19 Turn. London: Routledge, 2022. http://dx.doi.org/10.1201/9781003347798.

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Book chapters on the topic "Teacher Education and Professional Development"

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Crawford, Barbara. "Teacher Professional Development." In Encyclopedia of Science Education, 1–4. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_255-4.

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Crawford, Barbara. "Teacher Professional Development." In Encyclopedia of Science Education, 1027–29. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_255.

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Impedovo, Maria Antonietta. "Supporting Teacher Professional Development." In SpringerBriefs in Education, 17–30. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71367-6_2.

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A. C. Rushton, Elizabeth. "Professional Development." In Science Education and Teacher Professional Development, 151–79. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64107-8_7.

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Bullock, Shawn Michael. "The Development of Teachers’ Professional Knowledge." In Inside Teacher Education, 21–38. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-403-4_3.

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Kohnke, Lucas. "Microlearning for Teacher Professional Development." In SpringerBriefs in Education, 1–7. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-8839-2_1.

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Tuzlukova, Victoria. "Language Teacher Professional Development." In Research Questions in Language Education and Applied Linguistics, 555–59. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79143-8_97.

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Arora, Varun. "Teacher Education and Professional Development." In Artificial Intelligence in Schools, 165–76. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003183235-8.

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Poulton, Janette. "Teacher education and professional development." In Philosophical Inquiry with Children, 145–55. Abingdon, Oxon; New York, NY : Routledge, [2019]: Routledge, 2018. http://dx.doi.org/10.4324/9780429431821-16.

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Mohan, Parmeshwar P. "Teacher Professional Development, Multilevel Perspective." In Encyclopedia of Teacher Education, 1–5. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_367-1.

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Conference papers on the topic "Teacher Education and Professional Development"

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Chernenko, Oleksandr, Oksana Filonenko, Tetiana Babenko, Viktoriia Chetaikina, Anton Butkevych, and Vlada Bilohur. "ENVIRONMENTAL EDUCATION AS A HOLISTIC CULTURAL PHENOMENON IN THE PROFESSIONAL TRAINING OF FUTURE TEACHERS." In 24th SGEM International Multidisciplinary Scientific GeoConference 2024, 477–84. STEF92 Technology, 2024. https://doi.org/10.5593/sgem2024v/4.2/s19.36.

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This article is dedicated to the topical issue of environmental education as a holistic cultural phenomenon in the context of the professional training of future teachers. Environmental education is considered as a multifaceted process that integrates ecological knowledge with cultural, social, and ethical aspects of the interaction between man and nature. The methodological basis of the study was based on the integration of three scientific approaches to the consideration of environmental education as a holistic cultural phenomenon in the professional training of future teachers, namely: cultural approach, which allowed to consider environmental education as a holistic cultural phenomenon and its impact on the formation of the general pedagogical culture of the future teacher; systemic approach, which provided a comprehensive study of environmental education, taking into account the interrelationships between the various components of the educational process; competency-based approach, which focuses on the formation of professional competencies of future teachers, guaranteeing a practical orientation in training specialists capable of solving environmental problems in their professional activities. The article presents the author's definitions of the concepts of " environmental education as a holistic cultural phenomenon", " environmental culture of the future teacher" and " environmental educational project". Descriptions are provided for the concepts of innovative projects for the development of environmental education and culture, implemented in pedagogical educational institutions of the Kirovograd region: "Green Campus," "Virtual Ecological Laboratory," "Eco-locations of the City of Kropyvnytskyi," "EcoArt," "Mini-farm." Recommendations are formulated for improving environmental education within the framework of the professional training of future teachers, including: compiling an "ecological portfolio of a young teacher", creating a virtual information space of ecological didactics, introducing ecological mentoring and introducing a special course "Ecological Culture". Conclusions have been drawn that hold theoretical and practical significance for the development of environmental education and culture of future teachers in the context of European integration processes in Ukraine.
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Hall, Leslie, Clint Fisher, Sandra Musanti, Don Halquist, Matthew Magnuson, and Darcy Simmons-Klarer. "Shared Visions: Professional Development for Teacher Education Faculty." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2496.

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This paper discusses a professional development program in the area of technology integration for teacher education faculty. The program was funded by a Preparing Tomorrow's Teachers This initiative involved one assistant professor of educational technology and five doctoral students as Tech Guides as the professional development team. Twenty-five faculty members who teach methods courses for licensure participated in the program. Each graduate student mentored five faculty members. The design of the professional development relied on the faculty members as professional educators to co-design the program with the professional development team. We discuss some of our insights gained from this three-year initiative and suggest ways in which this and similar programs could be supported and institutionalized in colleges of education.
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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, 80–88. 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 research and practice, this paper revolves around the intention of pointing out differences between the condition of the initial education of a geography teacher and the teacher's professional development as well as the real needs of practice. The question of professional development of geography teachers, which represents the research problem of this paper, is analyzed through continuity in developing competences which are understood as the indicators of change in the existing practice, but also as a framework for development and establishment of a future model of education and professional improvement of teachers in the field of education for sustainable development. For this purpose, it has been concluded that it is necessary to invest further in the professional development of geography teachers as well as to create an efficient system of support for teachers, from the educational policy, the initial education of teachers to professional development.
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BUCURENCIU, Simona Maria. "Professional development for Romanian school teachers." In Interconexiunea dimensiunilor de formare profesională prin studii superioare de licență, master, doctorat în științe ale educației , 149–54. Ion Creangă Pedagogical State University, 2023. https://doi.org/10.46727/c.09-12-2022.p149-154.

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Romanian teachers’ professional development represents an important issue for everyone involved in the educational system. According to Ministry’Order no. 5561 / 2011, teacher ca n take one of the five types ofprofessional development: ”scientific and didactic professional develoment program; professsional development for management, guidance and evaluation of teaching; training courses for final exam in teaching and degree exams; professionnal conversion programs; studies for another degree”. Teachers have the right and the obligation to take professional development contiunously, in order to keep abreast to the new tendencies in education, to improve their knowledge and to get new skills, to be up to date to the needs of the new generations and to the changes in the educational system.
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Franco, Amanda R., and Rui Marques Vieira. "Promoting critical thinking in higher education in the context of teacher professional development." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9077.

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Critical thinking is profusely recognized as a key-skill for today's higher education students, who are simultaneously future employees/employers and forever local-global citizens. Yet, critical thinking must be deliberately, explicitly, and systematically promoted if it is expected to arise and expand. Such a promotion may be stimulated by teachers through the application of strategies that are oriented to critical thinking. Alas, recurrent evidence shows that teachers themselves need teacher professional development on how to do so, seeing that, as a rule, teacher education does not address the promotion of critical thinking open-handedly. With such in mind, the present paper presents a proposal of a teacher continuing professional development program consisting of five two-hour sessions, aimed at enabling university teachers to learn about critical thinking and how to think critically and, in turn, to learn how to teach their students for critical thinking. This program shall be implemented in 2019, with teachers at a public university located in the northern-central region of Portugal. Considerations are made about how the promotion of critical thinking in higher education may be performed via university teacher continuing professional development, bearing in mind the characteristics of this specific public and the principles of teacher professional development itself.
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Patac, Louida P., and Adriano V. Patac, Jr. "Teacher Education and Professional Development on The Influence of Teacher-Student Relationships on Mathematics Problem-solving." In 17th Education and Development Conference. Tomorrow People Organization, 2022. http://dx.doi.org/10.52987/edc.2022.011.

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ABSTRACT In this article, we uncovered aspects that students consider when learning to solve mathematical problems. The purpose of this study is to examine students' real experiences with mathematics problem-solving. We examine the method through which students learn to solve mathematical problems in order to develop Higher-Order-Thinking skills. Additionally, this study discusses the pedagogical consequences of contact between teachers and students during mathematical problem-solving. The cognitive and affective components are the factors that decide issue solutions. We investigated the lived experiences of 45 students in solving a mathematical problem using descriptive phenomenology research. As a result, we base our findings on current concerns in education and teacher professional development in order to better understand the influence of teacher-student relationships on mathematics problem- solving. KEYWORDS: Mathematics Problem solving, Teacher Education, Professional Development, Pedagogy, Colaizzi, Phenomenology
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SKORYK, Tamara, and Antonina MINENOK. "Formation of professional success of the future art teacher." In International Congress "Research – Innovation – Innovative Entrepreneurship", 113–17. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.17-18-05-2024.p113-117.

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The stages of development of the theory and practice of professional success of the future teacher in higher education institutions of Ukraine in the second half of the 20th - beginning of the 21st century are considered. The essence and content characteristics of the professional success of the future art teacher are revealed. The author's definition of a teacher's professional success as a metaconstruct of professional activity and an integral characteristic of a teacher, which is determined by external and internal factors, is proposed. Organizational and pedagogical conditions, technologies of formation of professional success of the future art teacher are defined; ways of updating educational components of professional training of future art teachers in institutions of higher education are proposed.
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Instefjord, Elen, and Svein Ove Lysne. "FROM DIGITAL COMPETENT TEACHER TO TEACHER SPECIALIST IN PROFESSIONAL DIGITAL COMPETENCE – A MODEL FOR PROFESSIONAL DEVELOPMENT FOR IN-SERVICE TEACHERS." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1558.

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Zharylkassyn, M. B. "Integrating Continuing professional development with Education system reform in Kazakhstan." In Challenges of Science. Institute of Metallurgy and Ore Beneficiation, 2023. http://dx.doi.org/10.31643/2023.03.

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In the past few decades, the central position of teachers ensuring the quality of education has become increasingly acknowledged internationally. This article considers the reformation of education policy trends regarding teachers' education in Kazakhstan. State policy in the country recognizes education as a priority for social and economic development, with a focus on strengthening the practical training of teachers. It also addresses the challenges faced by state teachers and examines the significant changes to the structure and delivery of teacher education in Kazakhstan since 2011. The paper concludes with a discussion of the author's concerns and recommendations for the future of initial teacher education, with specific reference to the Kazakhstani education system.
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Yadav, Aman. "Computer Science Teacher Professional Development." In WiPSCE '17: 12th Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3137065.3137066.

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Reports on the topic "Teacher Education and Professional Development"

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Sinsay-Villanueva, Leih Maruss, Glenda Darlene Garcia, Valerie Lim, Ivan Harris Tanyag, Jenard Berroya, Aniceto Jr Orbeta, and John Paolo Rivera. Quality Education Starting with Teacher Education. Philippine Institute for Development Studies, April 2025. https://doi.org/10.62986/dp2025.04.

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Teacher education and development in the Philippines face serious challenges, including underperforming teacher education institutions (TEIs), inadequate and often misguided professional development systems, and an unclear career progression track. A particular concern is the persistently low average passing rates in the Licensure Examination for Teachers (LET), indicating that underperforming TEIs dominate teacher production, crowding out graduates from better-performing TEIs. This study investigates the pre-service aspect of teacher quality, aiming to determine the indicators of quality in teacher education. Guided by the Teacher Development Pathway Model and Total Quality Management (TQM) principles, the study identifies quality indicators in teacher education, reviews whether these indicators are captured in the existing quality assessment/assurance (QA) systems and processes, and pinpoints gaps and challenges encountered by QA bodies and TEIs related to QA. Achieving these objectives involved conducting desk reviews and facilitating key informant interviews and focus group discussions with representatives of teacher education institutions, government agencies, and accrediting bodies. Several research themes emerged, highlighting a lack of incentives for teacher education and a misalignment of frameworks and standards. Input Quality Indicators found in pre-service teacher education include QA Standards and Systems, Faculty Qualifications, Learning Resources and Facilities, Research Programs, and Curriculum and Instruction. Incentivizing teacher education, boosting teachers’ professional morale, and reviewing quality monitoring policies are among the report's recommendations.
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Tan, Steven Kwang San, Isabella Yuen Fun Wong, Seck Heong Tan, and Helen Kwee Fong Low. Beginning physical education teachers’ experience of continuing professional development and school-based mentoring. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22611.

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The transition from being students to first-year teachers can be a satisfying journey, and yet has the potential to be a significantly challenging life transition for many beginning teachers, and it is not different for any physical education (PE) teachers. This is especially so when these novice teachers are expected to fulfill similar roles and responsibilities as their more experienced counterparts in the schools. There is without a doubt that teacher education programmes provide the opportunities for these novices to develop their expected skills, knowledge, and attitudes to become qualified teachers. Therefore, it is reasonable for these individuals to learn a lot during their teacher education experiences, and to be effective at some beginning level. However, it is not reasonable to expect them to completely master these skills independently from experience alone, without any sustained and purposeful continuing professional development (CPD) and school-based support during the beginning years of their profession. For many education systems and government, the difficulties faced by beginning teachers is of grave concern, and points to the need of specialised forms of assistance or support mechanisms, using a variety of CPD strategies, structured induction and mentoring programmes. Scholars have also argued that besides helping beginning teachers, well-designed and high-quality CPD and school-based mentoring are critical to improving the quality of teachers, schools, and to some extent, student achievement. For the Ministry of Education (MOE), teacher continual learning and professional development, coupled with building a strong core of mentors for the younger generation of teachers, have always been a key thrust in the MOE’s strategic direction to developing a high quality teacher workforce (Heng, 2012). To support this vision, the Academy of Singapore Teachers (AST), and other specialist academies, like Physical Education Sports Teacher Academy (PESTA), have been established to spearhead professional learning and development for the subject-specific fraternity.
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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), January 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 sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.
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Sinsay-Villanueva, Leih Maruss, and Aniceto Jr Orbeta. Embracing Challenges, Envisioning Solutions: Advancing Teacher Education and Development in the Philippines. Philippine Institute for Development Studies, December 2023. http://dx.doi.org/10.62986/pn2023.22.

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Written for the Second Congressional Commission on Education and based on existing research, this Policy Note looks at the current state of teacher education and development in the Philippines. It finds serious issues such as underperforming teacher education institutions (TEIs), inadequate and often misguided professional development systems, and an unclear career progression track. It recommends ensuring that pre-service teacher quality is sustained and translated into in-service teaching quality. Specifically, it urges the government to incentivize teacher education, address TEI quality issues, implement professional development plans responsive to teachers’ needs, and develop coherent and integrated pre-service and in-service training systems.
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Ahmed, Syeda, and Anannya Chakraborty. Policy brief: Teacher professional development for students with disability in the Asia-Pacific. Australian Council for Educational Research, May 2023. http://dx.doi.org/10.37517/978-1-74286-708-3.

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Around the world, policymakers and development organisations are increasingly supporting the education of students with disability, particularly in the bid to achieve United Nations Sustainable Development Goal 4 – to ensure ‘inclusive and equitable quality education for all’. Yet globally, more than half of students with disability drop out of secondary school due to the lack of support in classrooms (UNESCAP, 2019). In the Asia-Pacific region, resource shortages and high student drop-out rates significantly impact the shift to inclusive education. Additionally, educational segregation of students with disability is widely accepted in low- and middle-income countries in the region, despite international evidence of improved academic and social outcomes for students with disability educated in inclusive settings. Developing teachers’ understanding of disabilities and building their capacity to implement evidence-based inclusive teaching practices and effectively use assistive technologies, are key to transitioning to inclusive education of students with disability.
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Kaminski, Linda, Magaly Lavadenz, and Elvira Armas. No. 12, September 2023. The Impact of the Bilingual Teacher Professional Development Program: Expanding Opportunities to Grow the Profession. Center for Equity for English Learners, 2023. http://dx.doi.org/10.15365/ceel.policy.13.

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This research brief presents a study on the Bilingual Teacher Professional Development Program (BTPDP), a legislature-approved initiative to help California schools meet the growing demand for bilingual teachers in alignment with increasing state policies promoting multilingualism. The BTPDP awarded funded eight grantees to support their preparation and professional development of bilingual educators. The study examines the BTPDP implementation from 2017-2021 to document trends in program impact and develop policy and program recommendations that address bilingual teacher shortages. Key findings revealed successes in increasing the bilingual teacher workforce as well as challenges that must be addressed to ensure the state’s vision can be realized. Given these findings, the authors propose three recommendations to help state and local policy actors develop a coherent and sustainable bilingual teacher education system: (1) Ensure adequate investments in California’s multilingual workforce; (2) Expand multilingual/dual language teacher credential/authorization programs and testing options; and (3) Intentionally develop multilingual/dual language programs, and provide the encouragement and support needed to promote successful multilingual/dual language teachers and leaders.
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Alifia, Ulfah, Rezanti Putri Pramana, and Shintia Revina. A Policy Lens on Becoming a Teacher: A Longitudinal Diary Study of Novice Teacher Professional Identity Formation in Indonesia. Research on Improving Systems of Education (RISE), May 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/096.

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The early years of a teacher’s career are crucial to the formation of their professional identity—a complex process of reconciling their personal attributes with the demands of the profession. This study explores the identity formation of novice teachers in Indonesia and seeks to identify the various aspects that shape this process. Specifically, we examine how Indonesia’s current teacher policy landscape affects novice teachers’ perspectives on teaching and their profession. Through a longitudinal bimonthly diary study conducted over two years, we find that the novice teachers’ stories about their identity development revolve around five themes: initial motivation to enter the profession, beliefs about teaching and the teaching profession, satisfaction with working conditions, perceptions about major challenges during the early years, and commitment to the teaching profession and career aspiration. Our findings show that individual teachers’ personal attributes do influence the formation of their identities as teachers, but teacher policies and working conditions influence this process to a greater extent. Without support, novice teachers struggle to navigate the tension between their ideals, limited resources, and inconsistent teacher policies. These findings suggest it is necessary to redefine what it means to be a teacher by characterising the observable qualities of good teaching, linking them to student learning, and rectifying teacher policies in the Indonesian education system to be coherent with these characteristics.
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Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Development in a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/054.

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Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB programme has not targeted teachers based on years of experience, has not followed up teachers with post-training activities, has not incorporated teaching practice through lesson enactment, and has not built upon teacher existing practice. Second, our analysis demonstrates that PKB's weaknesses have existed in Indonesia's previous TPD initiatives as far back as four decades ago. This indicates that the long-term problem of TPD’s ineffectiveness is driven by different elements of the education system beyond the TPD’s technical and operational aspects. Our system-level analysis points out that merely improving the technical aspects of TPD would be insufficient given the Indonesian education system’s lack of coherence surrounding teacher quality. The problems surrounding the provision of effective TPD is more complex than simply a matter of replacing the “old” with the “new” initiative. The change requires a reorientation of the education system to produce high-quality teachers.
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Barladym, Valentyna, A. V. Bruiaka, M. A. Bugaienko, Olena Grybiuk, Valentyna Kovalenko, Maiia Marienko, V. V. Osadchyi, et al. The Use of AI Tools and Services for the Professional Development of Teaching Staff. Institute for Digitalisation of Education of the NAES of Ukraіne, 2024. https://doi.org/10.33407/lib.naes.id/eprint/744000.

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The preprint (analytical materials) examines the process of using generative artificial intelligence in education; clarifies the role of artificial intelligence in the professional development of teaching staff; explores the pedagogical design of variable models of computer-oriented methodological systems for inquiry-based learning of natural and mathematical sciences using AI technologies; identifies the role of AI tools in the training of teaching staff; describes training in WebAR development with integrated machine learning: immersion methodology and intelligent educational experience; provides recommendations for using Microsoft Copilot Chat in teacher training; investigates the issue of using AI in the preparation of education science specialists; presents the experience of implementing AI in teaching the discipline “Information and Communication Technologies for Teaching, Management, and Support of Scientific and Educational Research”; and characterizes the ethical aspects of using AI in education. The preprint (analytical materials) can be used in the professional development of teaching staff by teachers, lecturers, postgraduate students, doctoral candidates, and researchers interested in the implementation of AI tools and services in education.
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Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Developmentin a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsgrisewp_2020/054.

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Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB programme has not targeted teachers based on years of experience, has not followed up teachers with post-training activities, has not incorporated teaching practice through lesson enactment, and has not built upon teacher existing practice. Second, our analysis demonstrates that PKB's weaknesses have existed in Indonesia's previous TPD initiatives as far back as four decades ago. This indicates that the long-term problem of TPD’s ineffectiveness is driven by different elements of the education system beyond the TPD’s technical and operational aspects. Our system-level analysis points out that merely improving the technical aspects of TPD would be insufficient given the Indonesian education system’s lack of coherence surrounding teacher quality. The problems surrounding the provision of effective TPD is more complex than simply a matter of replacing the “old” with the “new” initiative. The change requires a reorientation of the education system to produce high-quality teachers.
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