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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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Carlson, Mary Alice, Ruth Heaton, and Molly Williams. "Translating Professional Development for Teachers Into Professional Development for Instructional Leaders." Mathematics Teacher Educator 6, no. 1 (September 2017): 27–39. http://dx.doi.org/10.5951/mathteaceduc.6.1.0027.
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In recent years, teacher noticing of children's mathematical thinking has emerged as an important and generative construct in mathematics education (Sherin, Jacobs, & Philipp, 2011). Less is known about ways instructional leaders notice teachers' learning. Between 2011 and 2015, we facilitated professional development (PD) in which coaches, principals, and teachers studied mathematics teaching and learning together. Our initial focus on teacher decision-making was inadequate in meeting instructional leaders' learning needs. We adapted the PD to focus instructional leaders' attention on the work of learning teaching. Analysis of leaders' discourse revealed shifts from noticing teacher characteristics to noticing dilemmas and decision-making within teaching and coaching. Findings suggest new roles for teacher educators and new forms of PD for instructional leaders.
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Aparicio-Molina, Carolina, and Felipe Sepúlveda-López. "Teacher Professional Development: Perspectives from a Research Experience with Teachers." Revista Electrónica Educare 27, no. 2 (April 25, 2023): 1–16. http://dx.doi.org/10.15359/ree.27-2.15870.
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Objective. To analyze the scope of realization of professional learning communities with teachers and management teams who implemented that intervention during two years in a high school in the south of Chile. Methodology. In this applied research, teachers participated in phases of diagnosis of training needs for professional development. Based on this, a proposal of work sessions theoretically and methodologically linked to the professional learning communities was structured. The proposal was designed and implemented together with the school’s management team. After the implementation, the study followed with qualitative interviews and focal groups about the experience conducted with 17 participants; these instances were analyzed by thematic analysis following the phenomenological approach. Analysis of Results. The analyses allowed the emergence of three elements related to professional learning and agency capacity. It was especially evident that teachers recognized their capacity to take charge of their professional learning by considering work routines, focusing on learning as a positive factor among teachers and being important in all phases of a collaborative work design. Conclusions. The findings show that, although specific stimuli, spaces, and moments are required to encourage teachers’ work, it is possible to improve based on their own capacities, i.e., within each establishment, there is the possibility of achieving learning for all. This call is addressed to pedagogical leaders, who can modify their roles and adapt to professionals recognized as agents of change.
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Budiwati, Neti. "Development of Education and Training Models in Improving the Professionalism of Economic Teachers." International Journal Pedagogy of Social Studies 4, no. 1 (June 30, 2019): 98–102. http://dx.doi.org/10.17509/ijposs.v4i1.21496.
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The aim to develop models of education and training that are effective in improving teacher competencies. The research method uses non-experimental explanatory and R & D method. The research sample is a high school economic teacher in the Greater Bandung area. Data collection using a questionnaire. Based on the education and training model that was once followed by economic teachers, the results of the research showed that teachers of professional education and training are very helpful in improving teacher professionalism, the form of online learning is very difficult for teachers, especially those in remote areas. Therefore teachers strongly agree to use face-to-face patterns and material support in improving teacher professionalism. Besides that the teacher strongly agrees that the Teacher Professional Education and Training and the teacher learning program with online mentoring can improve literacy and teachers who support professionalism. Teachers state patterns of teacher certification through Professional Education and Training Teachers should focus on professional competence. This study can determine the alternative development of the Teacher's Professional Education and Training model in positions and models, namely Teacher Professional Education and Training using blended learning and Teacher Education and Training Model Based on needs.
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Arif, Muhammad Irfan, Syeda Samina Tahira, and Maria Sohaib Qureshi. "Transforming Distance Education for Teachers’ Continuous Professional Development." Pakistan Journal of Humanities and Social Sciences 10, no. 1 (February 13, 2022): 102–9. http://dx.doi.org/10.52131/pjhss.2022.1001.0178.
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This study proposes a framework for transforming online education for professional development based on prospective teachers' opinions of distance education. One hundred fifty students from Allama Iqbal Open University (Distance Education), from rural and urban areas, were randomly chosen to collect data on several aspects of teachers' professional development, including workshop efficacy, curriculum, evaluation methods, and information and communication technology (ICTs). The data were acquired using a self-developed instrument that was pilot tested. After collection, data were analyzed using means and t-tests. The study found that while AIOU's teacher education programs fulfill the demands of distant students, they do not support prospective teachers' ongoing professional growth. The curriculum of teacher education courses does not completely develop students' creative and professional qualities. There is a lack of balance between theory and practice. The use of ICT in teacher education is not up to standard. The AIOU's teacher education programs also require additional attention to prepare future teachers in remote areas. Distance Education Programs for teachers' CPD requires a lot of focus and excellent tactics. The researchers presented a mechanism to alter distance education for instructors' CPD.
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Yu, Hongyang, and Veronika Pisarenko. "RETROSPECT AND PROSPECT: THE HISTORY OF CHINESE TEACHER PROFESSIONAL DEVELOPMENT MODEL." World of academia: Culture, Education, no. 9 (November 30, 2023): 65–71. http://dx.doi.org/10.18522/2658-6983-2023-9-65-71.
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The teacher professional development model is an important part of teacher education and the key aspect in developing teacher’s individual style, consolidating their professional knowledge, and improving their teaching methods. In retrospect to value connotations, the article explores the evolutionary characteristics of the macro design from governmentled to multi-subject collaboration, the development of teacher groups from scattered groups to integration, and the development of individual teachers from passive to active professionals. As for the prospective view, the authors claim the need to deepen the reform of the teacher professional development model by innovations from the governmental macro-regulation of teacher professional development policies, strengthening the integration concept of teacher professional development model, and integrating the elements of the teacher professional development model, as well as improving teachers’ knowledge, teaching techniques, and reflection on teaching
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Ibda, Hamidulloh, Ibnu Syamsi, and Rukiyati Rukiyati. "Professional elementary teachers in the digital era: A systematic literature review." International Journal of Evaluation and Research in Education (IJERE) 12, no. 1 (March 1, 2023): 459. http://dx.doi.org/10.11591/ijere.v12i1.23565.
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<span lang="EN-US">Teachers of elementary school </span><span lang="EN-US">must be professional and have digital skills in Revolution 4.0, and Society 5.0 age progresses. This article includes a thorough assessment of the research on elementary school teachers’ professional competence, professional development, and digital competence. This research is needed to determine what professional elementary school teachers did and why they should be professionals in the digital age. The writing of this systematic review of literature articles was assisted by the </span><span lang="EN-US">Publish or Perish 7, Mendeley, VOSviewer, and Nvivo 12 Plus application. The search for articles in Scopus indexed journals is limited to the last 11 years (2010-2021). From the search results, there were 100 Scopus indexed articles, then articles were selected according to compatible themes into 31 selected articles. Professionals’ teacher, professional development, pedagogical content knowledge, teacher professional development, professional development program, and professional competence are among the findings of the theme/topic. The articles were analyzed according to the topics determined through the NVIVO 12 Plus. This article contributes to subsequent research and becomes a study for the theme of professional elementary school teachers and teacher competence in the digital era.</span>
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Høydalsvik, Torhild Erika Lillemark. "The hidden professionals? An interview study of higher education-based teacher educators´ professional identity." Nordisk tidsskrift for utdanning og praksis 13, no. 2 (November 26, 2019): 93–113. http://dx.doi.org/10.23865/up.v13.1974.
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This article investigates teacher educators’ self-understanding by asking how they explain their professional identities as teacher educators, based on socialisation and further professional development. Teacher educators facilitate learning from the initial teacher education phase to in-service teachers’ further professional development. The data consists of thirteen qualitative semi-structured interviews and two focus-group interviews with teacher educators from two universities in Norway. Using Bryman’s four-stage approach of analysis, 15 categories were re-organised into three main categories: (1) Recruitment and socialisation, (2) Professional identity, and (3) Professional development. The findings illustrate that teacher educators have different understandings of being a professional. For some, their identity is rooted in the discipline in which they were educated. However, others have built identities as teacher educators supplementary to their primary careers. This knowledge has implications for how universities can and should support teacher educators in the development of their identities. This can apply to educational strategies, institutional leadership and the role of teacher educators themselves. Their further professional development can be facilitated by a clearer understanding and appreciation of this profession reflected in educational policy.
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Arsyad, Junaidi, and Hasni Arfah. "MODERNIZATION OF PROFESSIONAL DEVELOPMENT OF ISLAMIC EDUCATION TEACHERS IN INDONESIA." ITQAN : Jurnal Ilmu-Ilmu Kependidikan 11, no. 2 (December 30, 2020): 111–37. http://dx.doi.org/10.47766/itqan.v11i2.1011.
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ABSTRACT
When carrying out their profession, teachers of Islamic Religious Education require a professional, responsible and competent attitude as mandated in the Teacher and Lecturer Law to achieve National education goals, namely the birth of intelligent, competitive, and competitive Indonesians in all walks of life. Teachers must be taken by teachers through education, training, and professional development when carrying out their professional educators' duties. This study uses a qualitative approach with descriptive-analytical methods, where the steps of the work are collecting from existing reading material sources, then making a writing framework as desired in the method. The research results indicate that Islamic education teachers' professional development is determined by three essential factors: teacher competence, teacher certification, and teacher professional allowances. Therefore, teacher professionalism is a condition in which the work or activity carried out by a teacher becomes a source of living income that requires expertise, proficiency, or skills that meet specific quality standards or norms and require professional education to hone and improve their competence
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Diem Thi Khong, Hang, and Thao Phuong Nguyen. "Sustainable Teacher Education and Professional Development." Vietnam Journal of Education 6, Special Issue (April 18, 2022): 1–5. http://dx.doi.org/10.52296/vje.2022.184.
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Zhou, Yan. "Language Teacher Education and Professional Development." International Journal of Applied Linguistics 24, no. 2 (July 2014): 290–91. http://dx.doi.org/10.1111/ijal.12066_4.
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Kimshanov, Kushtarbek, and Totukan Dyikanbaeva. "Teacher Professional Development and Appraisal." TARBIYA: Journal of Education in Muslim Society 2, no. 2 (December 14, 2015): 146–52. http://dx.doi.org/10.15408/tjems.v2i2.2802.
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Abstract The paper is based on analysis of international literature on school teacher appraisal and professional development. Teacher appraisal is a very important area of study, and traditionally it has been quite a contested field as well. Teachers used to feel tension and anxiety due to unfair teacher appraisal, and they often reacted to teacher appraisal with resentment and nervousness. Historically, teacher teacher appraisal was aimed to inform the issues and training considerations in education during the decades of the seventies and was establish to exercise greater accountability to maintain a high standard in education. However, eventually the developmental purpose had been emphasized. This paper presents rich literature on teacher appraisal and teacher development concepts. Abstrak Artikel ini berdasarkan analisis literatur internasional pada penilaian guru sekolah dan pengembangan profesional. Penilaian guru merupakan bidang kajian yang sangat penting, dan sudah menjadi bidang kajian yang cukup sering diperdebatkan. Guru kerap merasa tegang dan cemas dikarenakan penilaian guru yang tidak adil, dan mereka sering bereaksi terhadap penilaian guru dengan kekesalan dan gugup. Dalam sejarahnya, penilaian guru bertujuan untuk memberitahukan isu-isu dan pertimbangan pelatihan dalam pendidikan selama dekade tujuh puluhan dan telah dibentuk untuk melatih akuntabilitas yang lebih baik untuk mengatasi standar pendidikan yang tinggi. Namun, akhirnya tujuan pengembangan telah ditekankan. Artikel ini memberikan beragam informasi tentang penilaian guru dan konsep pengembangan guru. How to Cite : Kimshanov, K. Dyikanbaeva, T. (2015). Teacher Professional Development and Appraisal. TARBIYA: Journal Of Education In Muslim Society, 2(2), 146-152. doi:10.15408/tjems.v2i2.2802. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v2i2.2802
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Avdeeva, Tat’yana I. "Professional Teacher Development in Educational Organizations." International Journal of Psychosocial Rehabilitation 24, no. 3 (March 30, 2020): 3021–33. http://dx.doi.org/10.37200/ijpr/v24i3/pr2020333.
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Sandholtz, Judith Haymore, Cathy Ringstaff, and Jessica Triant. "Professional development tune-up." Phi Delta Kappan 104, no. 8 (May 2023): 31–35. http://dx.doi.org/10.1177/00317217231174710.
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Given the time and resources invested in teacher professional development, it is important to find ways to extend positive outcomes over the long term. Judith Haymore Sandholtz, Cathy Ringstaff, and Jessica Triant investigated whether modest follow-up supports influenced the sustainability of outcomes for elementary school teachers who had previously participated in science education professional development programs. Results indicate that follow-up supports reversed declines (in the years after the professional development ended) in teachers’ sense of preparedness to teach science, use of selected instructional strategies, and implementation of inquiry-based student activities in science.
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van Meerkerk, Edwin. "Teacher Logbooks and Professional Development." International Journal of Qualitative Methods 16, no. 1 (October 25, 2017): 160940691773525. http://dx.doi.org/10.1177/1609406917735255.
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Hardy, Ian. "Critiquing teacher professional development: teacher learning within the field of teachers' work." Critical Studies in Education 51, no. 1 (January 5, 2010): 71–84. http://dx.doi.org/10.1080/17508480903450232.
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Praptiningsih, P. "PENGEMBANGAN PROFESI GURU SEBAGAI PENINGKATAN KINERJA GURU." Mamba'ul 'Ulum 16, no. 1 (April 20, 2020): 31–39. http://dx.doi.org/10.54090/mu.3.
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This article examines teachers and professional development in the world of education. The teacher is someone who plays an important role in the achievement of educational goals. To achieve this goal, professional teachers are very much needed, therefore the teacher's profession in each teacher must be developed. Professional teacher coach and development including the development of pedagogical competencies, personality competencies, social and professional competencies. Professional teacher development can be carried out at Teacher Professional Education Institutions because of that, becomes an institution that is specifically tasked with conducting teacher professional education and has the authority to become a teacher certification institution, despite teacher education programs and competency areas being taught the teacher is the responsibility of the Non-Teaching Study Program in the PT-LPTK (Teacher Training Institute).
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Hobold Soares, Alessandra, Elizangela Batisti Desbesell Borba, and Suéli Trindade de Oliveira. "PROFESSIONAL DEVELOPMENT IN BASIC EDUCATION." Revista Gênero e Interdisciplinaridade 5, no. 06 (November 9, 2024): 51–63. http://dx.doi.org/10.51249/gei.v5i06.2293.
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This article seeks to explore the perspectives and challenges faced by teachers in the context of basic education in relation to professional development. Based on an analysis of training practices and public policies aimed at teacher training, we will discuss the main trends and innovations that have emerged in the field, in addition to offering reflections on how these initiatives directly impact the quality of teaching and student learning. To this end, a bibliographical research was developed to find academic productions, finding authors who research on the subject, expanding the theoretical repertoire. Professional development in basic education faces challenges due to recent transformations in the educational environment. The search for quality, equitable and inclusive education becomes increasingly complex in view of the realities found in schools. In recent years, the profile of children has changed, requiring new didactic and practical approaches from educators. This evolution requires the creation of more dynamic learning environments and the use of innovative resources that can meet the diverse needs of students. Therefore, it is essential that education professionals reflect on their methodologies and seek alternatives that provide new meanings to the contemporary educational system. These changes not only challenge educators to adapt, but also offer opportunities for the implementation of pedagogical practices that promote more collaborative and student-centered teaching. It was concluded, therefore, that continuing teacher training is essential for us to meet the current and future demands of basic education.
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Szymańska-Tworek, Aleksandra. "Mentoring as Professional Development for Mentors." Theory and Practice of Second Language Acquisition 8, no. 2 (July 29, 2022): 1–22. http://dx.doi.org/10.31261/tapsla.11716.
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The present paper concerns the topic of mentoring in the context of pre-service teacher education. Mentoring refers here to assistance or guidance provided by a school-based teacher who agrees to mentor a student teacher during her or his practicum. More specifically, the paper examines if mentoring can be recognized as a form of professional development for mentor teachers. While a great deal of literature has looked at the benefits student teachers gain from mentoring, an ongoing line of research has acknowledged that teachers in their roles as mentors also can benefit professionally from the experience of mentoring. However, the bulk of this research comes from the Anglo-Saxon context and it cannot be assumed that the experiences of British, American or Australian teachers are shared by teachers in Poland. The aim of the present study then was to identify the ways in which Polish teachers of English who have undertaken the role of a mentor develop professionally through mentoring. The instrument used was a web-based questionnaire. The main findings show that mentor teachers gain professionally primarily through the process of mentoring—being a mentor enhances their capacity for self-reflection and positively impacts their leadership skills, confidence as a teacher, willingness to self-develop, as well as their enthusiasm and commitment to teaching. On the other hand, mentors do not feel they learn directly from student teachers, although, in general, they recognize cooperation with student teachers as an inspirational and positive experience.
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Adhikari, Narayan Prasad, and Jhupa Kumari Budhathoki. "Analyzing the Elements of Effective Professional Development in Teacher Education." ACADEMIA 5, no. 1 (April 7, 2025): 136–48. https://doi.org/10.3126/ta.v5i1.77135.
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The purpose of this study is to identify the components of effective professional development in teacher education. Information is analyzed in a descriptive way in this study. A systematic review of papers published in the teaching, teacher professional and teacher education journal identifies key components that contribute to successful teacher education. Teacher education is important dimension for promoting effective professional growth. Effective professional development is identified as crucial for educators to develop the necessary pedagogical skills for teaching field. The elements of teacher education include collaboration, learning experiences, cooperation, deliberation, active learning, modeling; coaching, mentorship and support mechanisms, feedback and reflection, continuous involvement, and a focus on student outcomes are found. These factors enhance instructional effectiveness and ultimately resulting in continued improvements in the quality of teaching. Effective professional development should be regular, context-sensitive, and focus toward improving teaching techniques. Similarly, integrating the use of technology and new teaching practices is very important in contemporary teacher education. Teacher education programs are evaluated and adapted on a continuous basis to meet the changing demands of teachers. The findings indicate that recent trends in professional development for teachers emphasize enhancing teaching skills, classroom management, and subject matter knowledge. The approach to teacher education should be collaborative and collegial learning environment. The future researchers should do research on culturally responsive teaching in teacher education and the effect of understood bias training on teacher attitudes and practices.
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Solares-Altamirano, María Elena. "Promoting Teacher Professional Development through Online Task-Based Instruction." International Journal of Virtual and Personal Learning Environments 1, no. 4 (October 2010): 52–65. http://dx.doi.org/10.4018/jvple.2010100104.
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The importance of teachers in the success of Task-Based Language Teaching (TBLT) is unquestionable. However, designing a teacher course on TBLT raises many questions concerning ‘what’ and ‘how’ it can be implemented. Can teachers’ professional development be promoted through Task-Based Instruction (TBI)? This paper explores this question by examining the design and implementation of an online course for teacher development on TBLT at the National Autonomous University of Mexico. This paper proposes a task definition for teacher education and develops a framework for TBI in online teacher education. The tasks, suggested framework for professional development, and potential of online education resulting from the interaction tools used in this course also provide insights into the development of online TBI for teacher education.
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Xu, Yutong. "The High-Quality Development Path of English Education Teachers." Lecture Notes in Education Psychology and Public Media 42, no. 1 (March 14, 2024): 50–55. http://dx.doi.org/10.54254/2753-7048/42/20240819.
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The "double reduction" policy aims to further alleviate the excessive workload of homework and extra-curricular training in primary and secondary schools. The reform of the new college entrance examination aims to reshape the traditional education and teaching methods and enhance the rationality and scientificity of teaching and learning assessment. The implementation of these policies and the reform of the education system have provided new opportunities for the professional development of teachers. This study analyzes the importance and path of teacher development under policy guidance. This paper argues that in the context of relevant policies, promoting teachers' professional development can help expand teachers' professional knowledge and skills, and strengthen their professional beliefs. At the same time, they have created new challenges and problems for teachers' professional development, including teachers' lack of professional ambition, the need to strengthen school and related sector policies, and the lack of research on teachers' professional growth. Therefore, teachers must cultivate internal motivation and autonomy to enhance their capabilities, while relevant authorities should intensify theoretical research on teachers' professional development and foster guidance for the teaching profession's developmental pathway.
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Permyakov, Anatoly Viktorovich, Petr Anatolievich Petryakov, Alexander Glebovich Shirin, Anastasia Dmitrievna Tsyvunina, and Mikhail Naumovich Pevzner. "Professional and personal development of newly-qualified teachers as a factor in sustainable development of the region." Science for Education Today 14, no. 5 (October 31, 2024): 158–80. http://dx.doi.org/10.15293/2658-6762.2405.08.
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Introduction. The article is devoted to the problem of newly-qualified teachers’ professional development. The aim of the study is to identify the difficulties of novice teachers during their adaptation in educational settings of the region and to substantiate the ways to improve the quality of initial teacher education in the system of continuous teacher education. Materials and Methods. The methodological basis of the study consists of contextual biographical and cluster approaches. The contextual biographical approach involves studying teachers’ professional biographies in the system of continuing education, taking into account complex external conditions. The cluster approach defines the principles of interaction between various stakeholders within the regional community in order to ensure the sustainable development of the regional educational system. In order to achieve the research goal, the following methods were used: theoretical (analysis of scholarly literature, comparison, generalization) and empirical (online questionnaire, focus group method, method of independent expert assessments). Results. Based on the analysis of scholarly literature, the authors provide their definition of professional and personal teachers’ development as a basic component of their professional development during the period of initial teacher education and at the initial stage of professional development. The authors argued that the main difficulty of novice teachers during the adaptation period is their interaction with various subjects of the educational process at school - students and their parents. The article substantiates the necessity of creating a regional educational cluster as an effective mechanism for improving the quality of initial teacher education at different stages of continuous teacher education. Conclusions. Based on the authors’ idea about professional and personal development of teachers as a basic component of their professional development in the initial period of their working life, the study reveals the main difficulties of novice teachers during their adaptation in educational settings of the region, overcoming of which requires changes in the system of psychological, teacher and methods education at universities and colleges. As an effective mechanism for improving the quality of teacher education, the authors substantiated the idea of creating a pedagogical scientific and educational cluster in the region, which unites the participants of the territorial educational community interested in providing the regional education system with highly qualified teaching staff.
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AbdulRab, Hanan. "Teacher Professional Development in the 21st Century." African Journal of Education and Practice 9, no. 4 (December 11, 2023): 39–50. http://dx.doi.org/10.47604/ajep.2237.
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Purpose: Professional development of teachers is a lifelong process which begins with the initial preparation that teachers receive and continues until retirement. The importance of teacher professional development stems from the fact that teachers are the most important change agents in the educational system. This paper investigates teacher professional development in the 21st Century in terms of the three theories: constructivism theory, adult learning theory and transformational leadership theory.
Methodology: This theoretical paper draws from the three theories: constructivism theory, adult learning theory and transformational leadership theory to outline approaches for teacher professional growth in the 21st century. Based on a review of literature, there are new models and chances to develop teacher professional development for 21st Century education.
Findings: Continuing professional development of teachers helps them to become better teachers by acquiring new skills and improving their competencies.
Unique Contribution to Theory, Practice and Policy: This study highlighted effective methods of teacher professional development for 21st century education and emphasized the positive impact of such methods and approaches on the growth and development of teachers in an era characterized by rapid technological advancements and changing educational paradigms. All these approaches and methods are supported by the three theories: constructivism theory, adult learning theory and transformational leadership theory.
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Walkoe, Janet, Caroline (Caro) Williams-Pierce, Virginia J. Flood, and Margaret Walton. "Toward Professional Development for Multimodal Teacher Noticing." Journal for Research in Mathematics Education 54, no. 4 (July 2023): 279–85. http://dx.doi.org/10.5951/jresematheduc-2020-0326.
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Considerable research has been conducted on the critical role of gesture and action in children’s mathematical thinking. However, teacher professional development (PD) has not tended to include specific supports for attending to nonverbal student thinking. In this Brief Report, we argue for including supports for multimodal teacher noticing in teacher PD. We illustrate how a targeted intervention can relatively quickly support teachers in learning to notice multimodal student thinking and demonstrate how shifting teachers’ attention to gesture can enrich how they interpret the details of students’ thinking.
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Hasanah, Sitti Uswatun, and Sulha Sulha. "Teacher Professional Development In Scientific Writing." JETL (Journal of Education, Teaching and Learning) 7, no. 1 (March 21, 2022): 45. http://dx.doi.org/10.26737/jetl.v7i1.2810.
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Teachers as professionals have very important functions, roles, and positions in achieving the vision of national education, namely creating intelligent and competitive Indonesian people. Teachers should develop their profession as a dignified profession. One form of teacher professional development is to write scientific papers, but the reality in the field is that teacher activities are still in the vision and mission of education and teaching while scientific vision and mission in the form of scientific writing and publications are often neglected. This study used a qualitative approach with a descriptive method. The research data were obtained through interviews, document analysis, participation observation, and focus group discussions. The results showed that the difficulties of teachers in writing scientific papers included: low motivation of teachers in writing, not having enough free time, lack of understanding of writing techniques, difficulties in finding data, technological stuttering, not having reference books, widespread writing services, lack of functioning of Subject Teacher Discussion (MGMP) activities in socializing writing papers, and lack of socialization from schools/institutions. The efforts that have been made by teachers to develop professionalism through writing scientific papers as a form of professional development were by: attending training/workshops, self-study, participating in competitions/tests. Based on the results of the study, it is recommended to the principal to conduct workshops on an ongoing basis, add library reference books, conduct computer training, apply a managerial reward and punishment pattern, control and monitor the implementation of MGMP and control and monitor the activities of the teacher performance appraisal team and the development team. sustainable profession.
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Loeb, Susanna, Luke C. Miller, and Katharine O. Strunk. "The State Role in Teacher Professional Development and Education Throughout Teachers' Careers." Education Finance and Policy 4, no. 2 (April 2009): 212–28. http://dx.doi.org/10.1162/edfp.2009.4.2.212.
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Professional development and teacher education policies have the potential to greatly affect teachers' abilities to teach and, as a result, students' abilities to learn. States can play varied roles in the provision of teacher education and professional development. This policy brief summarizes states' policy approaches to teacher professional development and education throughout teachers' careers. It explores what states are currently doing in the realms of pre-service education, induction and mentoring, ongoing professional development, and teacher evaluation, as well as the existing evidence regarding the effectiveness of such policies. We find that states play disparate roles in the provision of teacher education and professional development that fall along the regulatory spectrum from highly prescriptive to rather laissez-faire. Research on the effects of such policies is still in the early stages, and more attention is needed to determine the effectiveness of states' professional development policies.
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Ли, Бин. "INTEGRATION IN TEACHER EDUCATION AND TEACHERS’ PROFESSIONAL DEVELOPMENT IN CHINA." Tomsk state pedagogical university bulletin, no. 1(219) (January 25, 2022): 149–58. http://dx.doi.org/10.23951/1609-624x-2022-1-149-158.
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Введение. В настоящее время в условиях прогрессирования тенденций глобализации и информатизации единовременное и окончательное образование (оne-off and terminative education) далеко не всегда отвечает требованиям общества и государства к качеству учительских кадров. В рамках популяризации образовательной идеологии «обучение в течение всей жизни» интеграция в педагогическом образовании и профессиональном развитии учителей стала одной из ведущих целей реформирования образования во многих странах. Долгое время традиционное разделение в системе китайского педагогического образования и процессе профессионального развития учителей не позволяло повысить качество учительских кадров. В связи с этим в Китае в конце XX в. начались исследования по проблемам интеграции в данном образовании и развитии. С того времени здесь был накоплен значительный опыт интеграции педагогического образования как на теоретическом, так и на практическом уровне.Цель – на основе анализа тенденции интеграции в современном педагогическом образовании и профессиональном развитии учителей в Китае определить ее сущность, охарактеризовать ее ключевые элементы и выявить существующие проблемы.Материал и методы. Материалом настоящего исследования послужили научно-педагогические труды китайских исследователей по проблеме исследования. В качестве методов в данной работе использовались теоретический анализ научно-педагогической литературы по проблеме исследования, опыта реализации интеграции в педагогическом образовании и профессиональном развитии учителей, обобщение и конкретизация. Результаты и обсуждение. Интеграция в педагогическом образовании и профессиональном развитии учителей в Китае заключается в том, чтобы рационально проектировать цели и содержание обучения на различных этапах профессионального развития учителей, устранить разделение в данном процессе, оптимизировать использование образовательных ресурсов, содействовать повышению качества учительских кадров. Местное правительство, высшие учебные заведения, организации профессиональной переподготовки учителей и школы как важные участники интеграции по-своему способствуют ее реализации в педагогическом образовании и профессиональном развитии учителей. Данная интеграция в основном отражается в интеграции целей обучения, учебных программ, образовательных учреждений, участвующих в профессиональной подготовке учителей, аттестации квалификации учителей и оценке образовательных ресурсов. Способствование эффективной профессиональной коммуникации и взаимодействию на всех этапах профессионального развития учителей и между различными участниками педагогического образования, укрепление преемственности целей и содержания образования, повышение качества педагогических кадров в системе профессиональной переподготовки учителей остаются важными задачами интеграции в педагогическом образовании и профессиональном развитии учителей в будущем.Заключение. Сущность интеграции в педагогическом образовании и профессиональном развитии учителей в Китае заключается в устранении, сокращении разделения в процессе профессиональной подготовки учителей и содействии непрерывному профессиональному развитию учителей. Посредством интеграции цели учебных программ, образовательных учреждений, аттестации квалификации учителей и образовательных ресурсов действительно достигается повышение качества подготовки учителей. Однако дальнейшее развитие и совершенствование интеграции в профессиональном образовании учителей подлежит дальнейшему глубокому исследованию в теории и практике в данной области, а также требует решения существующих проблем. Introduction. Currently, in the context of the progression of globalization and informatization trends, one-off and terminative education does not always meet the requirements of society and the state for the quality of teaching staff. As part of the popularization of the educational ideology “lifelong learning”, integration in teacher education and professional development of teachers has become one of the leading goals of education reform in many countries. For a long time, the traditional separation in the system of chinese teacher education and the process of professional development of teachers did not allow improving the quality of the teaching staff. In this regard, in China at the end of the XX century research began on the problems of integration in this education and development. Since that time, considerable experience has been accumulated here in the integration of teacher education, both at a theoretical and practical level. The aim of the study is to determine the essence, characterize the key components and identify existing problems based on the analysis of integration in modern teacher education and professional development of teachers in China. Material and methods. The material of this research was the scientific and pedagogical works of Chinese researchers on the research problem. As methods in this work, we used a theoretical analysis of scientific and pedagogical literature on the problem of research, the experience of implementing integration in teacher education and professional development of teachers; generalization and concretization. Results and discussion. Integration in teacher education and professional development of teachers in China is to rationally design the goals and content of teaching at different stages of professional development of teachers, change the division in this process, optimize the use of educational resources, and promote the quality of teaching staff. The government, higher education institutions, professional retraining organizations for teachers and schools, as important participants in integration, in their own way contribute to its implementation in teacher education and teacher development. This integration is mainly reflected in the integration of learning objectives, curricula, educational institutions involved in teacher training, teacher qualifications and educational resources. Promoting effective professional communication and interaction at all stages of professional development of teachers and between various participants in teacher education, strengthening the continuity of the goals and content of education, improving the quality of teaching staff in the system of professional retraining of teachers remain important tasks of integration in teacher education and professional development of teachers in the future. Conclusion. The essence of integration in teacher education and professional development of teachers in China is to change the divisions in teacher training and to promote the continuous professional development of teachers. Through the integration of goals, curricula, educational institutions, attestation of teacher qualifications and educational resources, the quality of teacher training is indeed improved. However, further development and improvement of integration in teacher education is subject to further deep research in theory and practice in this area, and also requires solving existing problems.
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Mardhiah, Mardhiah, Awaliah Musgamy, and Mukhlis Lubis. "Teacher Professional Development through the Teacher Education Program (PPG) at Islamic Education Institutions." International Journal of Learning, Teaching and Educational Research 22, no. 11 (November 30, 2023): 80–95. http://dx.doi.org/10.26803/ijlter.22.11.5.
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In the context of contemporary Islamic education, the transformation of teacher education is crucial, marking a move away from content-based instructional approaches towards developing teachers' professional competencies. This study aims to critically examine the implementation of the Professional Teacher Education Program (PPG) in Islamic Education Institutions in Indonesia, focusing on changes in management, pedagogy, educational practices, and assessment methodologies. Using a qualitative approach, the study involved teachers as the main subjects and collected data through interviews, observations, and document analysis to assess the effectiveness of the program. Instruments used included interview guidelines and observation sheets, with data analysis conducted through thematic analysis techniques. The study revealed changes in curriculum design and content, improvement in instructional, personal, and interpersonal skills, product development, increased procedural efficacy, and development of basic disciplinary competencies among teachers. The investigation provided insights into the institution's use of the seven steps of PPG, modifications to training facilities, outcome-oriented assessment methods, and program evaluation protocols in line with PPG principles. The results show the significant impact of the PPG method in improving teacher professionalism, aligning with outcomes-based teaching and evaluation, and fostering essential skills and abilities for future educators.
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Myint Lay, Moet Moet. "Professional Learning Communities Supporting Professional Development of Teacher Educators in Myanmar Education Colleges." Pedagógusképzés 23, no. 1 (June 21, 2024): 035–54. http://dx.doi.org/10.37205/tel-hun.2024.1.02.
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Teachers need to improve their teaching skills to increase the learning benefits of their students. Professional learning communities not only cater to the needs of individual teachers and the whole staff, but also improve the quality of their teaching, and through this, boost their students’ achievement. In a professional teaching community, the key toimproved learning for students is the continuous learning of teachers (Bryk, Camburn & Louis, 2009). The professional learning community (PLC) is becoming a popular techniquefor teachers' professional development, and, as a result, there is a need for research that explores their impact. This study aims to map the effects of the implementation of professional learning communities at a Myanmar Education College, how they impact on the quality of teacher educators’ work, and, hopefully, in turn, on their student teachers’ achievements. Methodically, the study used a qualitative approach and a random sample to obtain data from teacher educators at Monywa Education College, who answered open-ended interview questions. The data revealed that there is a need for more PLCs of teacher educators to nurture their professional development and for the provision of extensive pedagogical support for the operation of PLCs in the current situation.
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Supriyadi and Elya Nusantari. "Teacher Professional Development Through Writing Scientific Papers." Revista de Gestão Social e Ambiental 18, no. 10 (September 30, 2024): e09078. http://dx.doi.org/10.24857/rgsa.v18n10-124.
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Objektive: This research aims to develop teacher professionalism through the writing of scientific papers. Theoretical Framework: Professional teachers will be reflected in the implementation of the service of tasks characterized by the presence of expertise, both in materials and methods. In addition, it is also shown through his responsibility in carrying out all his devotion. Professional teachers should be able to bear and carry out their responsibilities as teachers to their learners, parents, society, nation, state, and religion. Professional teachers have personal, social, academic, moral, and spiritual responsibilities. Method: The design used in this research is descriptive qualitative. The data sources are 139 Indonesian language teachers from the Gorontalo Province. The research data consists of scientific papers written as part of the development of teacher professionalism, with the sources being 139 teachers. Data analysis is based on three processes, namely data reduction, data display, and verification, focusing on scientific papers to develop teacher professionalism. Results and Discussion: The teacher is one of the components of education in schools that has an important and strategic role. Among a number of competencies of professional teachers, the most important thing we emphasize is competence in learning management. A profession is a skill and authority in a certain position that requires certain competencies (attitudes, knowledge, and skills) specifically obtained from intensive academic education. In relation with that compiling scientific work is one of the forms of teacher professional development activities. Writing scientific papers for teachers is actually a basic necessity for developing their profession. Furthermore, the development of the ability to write scientific papers for teachers will have two main impacts, namely (a) teachers earn additional income from writing scientific papers if they are published in the mass media and win competitions and (b) teachers’ insight and understanding of the world of education and learning more deeply and comprehensively. Research Implications: This research has implications for increasing teacher professionalism through the writing of scientific papers. Teachers' ability to correctly write scientific papers significantly impacts their professionalism in teaching. Teachers will have better teaching skills if their scientific writing skills are also good. Additionally, teachers will serve as exemplary role models for their students in scientific writing. Originality/Value: This research significantly contributes to the improvement of teacher professionalism. Teachers with previously low professionalism can be continuously improved through their ability to write scientific papers. Gradually but surely, the persistent training in scientific writing will lead to increased professionalism. This professionalism is
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Dahl, Thomas. "Prepared to Teach for Sustainable Development? Student Teachers’ Beliefs in Their Ability to Teach for Sustainable Development." Sustainability 11, no. 7 (April 3, 2019): 1993. http://dx.doi.org/10.3390/su11071993.
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The importance of embedding education for sustainable development has been emphasised over many years. At the same time, there has been a massive call for initial teacher education to provide all student teachers with the core of professional competences. What is the status of teacher education today in embedding education for sustainable development and how does it relate to the focus on professional competencies in teacher education? A total of 578 student teachers in seven different teacher education programmes in Europe were surveyed, measuring the students’ beliefs in their ability to work as teachers, as well as their ability to teach in ways that value sustainability and promote environmentally sound ways of living. The results of the survey show that student teachers feel well prepared to handle many aspects of teacher professionalism, but less prepared to educate for sustainability. The survey also indicates that student teacher training in educating for sustainability is not integrated in their other training and is generally just added on.
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Gathara, Peter Mugo. "Continuing Professional Development." Msingi Journal 1, no. 1 (February 8, 2019): 1–17. http://dx.doi.org/10.33886/mj.v1i1.91.
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The objective of this study was to explore and analyse provision of information to secondary school teachers’ in their endeavour to participate in Continuing Professional Development (CPD). In the current educational era, the trial and error teaching, and take it or leave it professional development programmes are no longer acceptable. In this respect, teacher training entails more than the mastery of certain practical knowledge, pedagogical skills, and techniques. Therefore, CPD plays an important role in teacher development geared towards classroom improvement. This paper highlights the need for secondary school teachers to be provided with information about CPD. This is significant in that CPD is hoped to provide a basis for teacher professional improvement discussion in Kirinyaga County. CPD will lead to constructive discussions by appropriate education experts in Kenya on vital professional development challenges that involve provision of information. Hopefully, CPD would stimulate educational research geared towards secondary school teacher improvement. The methodology used entailed a mixed method study design that involved analysis of macro and micro aspects using quantitative and qualitative techniques in the collection of data. A vertical case study method was used in sampling of twelve secondary schools in Kirinyaga County. The sampled schools were further subjected to a survey method where questionnaires were administered to teachers while six others were subjected to an in-depth case study involving teachers and principals. In the schools where case study was used, data was collected using in-depth interviews with principals and teachers. Teachers were further subjected to Focus Group Discussions (FGDs). The data collected was analysed qualitatively, though quantitative data was used for clarification where it was found necessary. The study found out that there is disparity on information provision from the different groups of people expected to provide critical information to teachers. Teachers need to be provided with information on CPD so that they can improve their professional status geared to classroom practices. The limitation of this study is that the findings could not be generalized to other schools and regions within the country without modification.
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Emelyanova, E. A. "Professional Development of the Beginner Teacher of Professional Education." Bulletin of Kalashnikov ISTU 21, no. 3 (October 16, 2018): 220. http://dx.doi.org/10.22213/2413-1172-2018-3-220-223.
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Раскрываются проблемы формирования педагогических кадров профессиональной образовательной организации, реализующей программы среднего профессионального образования. Особое внимание уделяется проблемам профессионального развития начинающих педагогов, в том числе не имеющих базового педагогического образования. Выдвигаются предположения о возможных путях решения указанных проблем, в частности рассматриваются условия организации системы повышения квалификации внутри образовательной организации, направленной на профессиональное развитие начинающих педагогов. Выявленные организационно-педагогические, психолого-педагогические и дидактические условия, необходимые для эффективного функционирования такой системы, должны обеспечивать возможность построения индивидуального плана повышения квалификации, учитывающего образовательные запросы и профессиональные затруднения начинающего педагога и направленного на его профессиональное развитие; проектирование индивидуальной траектории профессионального развития начинающего педагога и соответствующего ей методического комплекса, включающего в том числе и электронные образовательные ресурсы; мотивированную диагностико-прогностическую деятельность начинающего педагога, позволяющую выявить уровень его профессионального развития и отследить продвижение по индивидуальной траектории; создание положительной мотивации у всех участников процесса повышения квалификации; обеспечение психологической и эмоциональной комфортности профессиональной среды начинающего педагога через разработку системы содействия и поддержки в проектировании и реализации индивидуальной программы повышения квалификации.
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Tajiyevna, Jumaniyozova Mukhayo. "IMPACT OF CREATIVE THINKING ON TEACHER PROFESSIONAL DEVELOPMENT." International Journal of Pedagogics 4, no. 6 (June 1, 2024): 76–80. http://dx.doi.org/10.37547/ijp/volume04issue06-13.
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Yampol, Yurii. "Continuing education of teachers as a condition for improving the quality of education in institutions of general secondary education." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2023, no. 2 (143) (June 29, 2023): 47–52. http://dx.doi.org/10.24195/2617-6688-2023-2-6.
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The article analyses the professional development of teachers in terms of practical significance. The model of managing the process of professional development of teachers in an educational organisation aimed at improving the management of the quality of education in general secondary education institutions is theoretically substantiated. The works and researches of domestic scientists in the field of development of teachers’ professional competence are studied and their influence on the development and formation of quality management in educational institutions is analysed. It is established that the beginning of the process of a teacher’s professional development can be called the moment of self-determination of an individual which is carried out twice: when entering a higher education institution or a college and at the time of its graduation when choosing a further place of work. The theoretical aspects related to the management of teachers’ professional development within general secondary education institutions are generalised. It is noted that the development of teachers in an educational organisation is a process of growth of the educational (general and professional) potential of a teacher's personality, organisationally provided by the system of the state and public institutions. The study reveals and substantiates the state of professional development management of teaching staff, which is a process of purposeful implementation of a management strategy in an educational institution aimed at forming teachers’ certain competencies. The conceptual idea in the theory of development management of pedagogical staff at an educational institution is the creation of an internal organisational practice-oriented system of teacher in-service training, which implies that the basis of professional development should be an active subjective position of the teacher himself/herself, his/her intensive practice-oriented methodological (scientific and methodological) activity, and it should end with a certain result or product developed by the teacher in the process of in-service training.
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Evendi, Erpin. "Teacher Professional Education Program in Islamic Religious Education: Bibliometric Analysis and Review." Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram 10, no. 3 (July 6, 2022): 591. http://dx.doi.org/10.33394/j-ps.v10i3.5322.
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The current study aims to explore studies related to teacher professional education programs in Islamic religious education. More specifically, it is conducting an analysis of study trends on the theme of teacher professional education programs in Islamic religious education, and reviewing several articles, especially those related to the competence of professional Islamic religious education teachers. The method used is bibliometric analysis. SCOPUS was used as the study database, descriptive and narrative analyzes were carried out based on data related to the theme of this study. Keyword filtering is carried out on the search document menu, this is intended to obtain adequate data and in accordance with the study theme. Each data displayed by SCOPUS is analyzed (analyze search results). This includes documents by year, documents by affiliation, documents by country, documents by type, and documents by subject area. The visualization of the result data is taken from the SCOPUS page and printed on the screen (to show the authenticity of the result data). Next, the author reviews two related articles that are most relevant to the teacher professional education program in Islamic religious education, and represents other articles within the scope of this study. The results of bibliometric analysis show that until now studies related to teacher professional education programs in Islamic religious education are still intensively carried out, this refers to the SCOPUS database related to the theme of the study. The main factor is Islamic religious education which is increasingly receiving international attention in line with the fundamental concepts that Islam teaches about lifelong learning, and is currently leading to professional teaching assignments. The results of the article review show that the importance of the sustainability of teacher professional development in Islamic religious education. If similar programs are not implemented in a sustainable manner, it is feared that the commitment of teachers in developing their professionalism will decrease. This study has important implications for the development of a number of literatures and studies, that the implementation of the program to increase the competence or professionalism of teachers in Islamic religious education needs to be explored further, especially the evaluation of its implementation or the competencies expected for the sustainability of Islamic religious education teacher professional education.
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McKim, Aaron, and Lauren K. McKim. "Enhancing professional development by increasing agricultural educator margin." Journal of Agricultural Education 64, no. 3 (September 30, 2023): 16–25. http://dx.doi.org/10.5032/jae.v64i3.48.
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This philosophical study aims to inform improvements to teacher professional development by introducing and integrating principles from the Theory of Margin. Specifically, a critique of existing professional development norms illuminates traditional offerings increase teacher load without consistent increases in teacher power, leading to the conclusion that traditional professional development offerings do not consistently increase teacher margin and, thus, do not achieve their objective to enhance education through teacher-enacted innovation. To address this limitation, the Model for Margin-Increasing Professional Development is proposed which outlines structures to professional development which increase teacher power and/or decrease teacher load. Adoption of this model is expected to help professional development offerings in agricultural education achieve their aim of positively transforming the discipline via teachers who possess the requisite margin to learn, modify, and enact the innovations introduced during professional development. Recommendations for continued scholarship on teacher margin and professional development are included.
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Scheurman, Geoffrey, and Michael Yell. "A local two-way partnership for teacher development." Phi Delta Kappan 104, no. 8 (May 2023): 36–41. http://dx.doi.org/10.1177/00317217231174711.
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Middle school teacher Michael Yell and education professor Geoffrey Scheurman discuss a decades-long partnership of ongoing professional development opportunities that involve teachers, university faculty, and teacher candidates working together to create personalized, meaningful, and sustained initiatives that enhance the growth and skills of all those involved. The resulting professional laboratory includes classroom collaborations, preservice teachers shadowing students, school/university exchanges, and the ability to take advantage of learning opportunities that arise organically. The results are reciprocal, inexpensive, ongoing, administrator-approved, and self-directed professional development experiences any teacher-professor duo can consider as they build their own laboratory.
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Monkevičius, Justinas. "Teacher Professional Learning Community’s Creation and Development Factors." Pedagogika 127, no. 3 (September 20, 2017): 161–75. http://dx.doi.org/10.15823/p.2017.46.
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Article analyses teacher professional learning communities (TPLC’s) creation and development factors. Literature research revealed the lack of theoretical approach of TPLC’s creation and development factors. Thus, grounded research theory is used in order to further analyze TPLC’s creation and development factors. Structured interview with school teachers and administration was conducted until it reached theoretical saturation. Analysis of literature research revealed Personal, interpersonal and managerial school’s principal and personal, interpersonal and managerial school’s teacher factors as very important ones. During empirical research schools’ principals and teachers identified factors having positive effect to TPLC’s creation and development in their own environment. Article analyses theoretical and empirical differences of PLC’S creation and development factors.
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Igna, Olga Nikolaevna, and Bing Li. "Ключевые особенности интеграции в педагогическое образование и повышение квалификации учителей в Китае." Education & Pedagogy Journal, no. 2(6) (July 14, 2023): 5–20. http://dx.doi.org/10.23951/2782-2575-2023-2-5-20.
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Introduction. In the current conditions of increasing globalization processes and digital transformation in all spheres of human activities, once-and-for-all education no longer meets society’s requirements for the quality of teaching personnel. In this context, integration in teacher education and professional development of teachers becomes one of the necessary and inevitable tasks of reform and modernization of the education system worldwide, largely due to the growing popularity and demand for the modern educational idea of lifelong learning. The practice of separating the idea of lifelong learning from the system of teacher education has hindered the effective improvement of the quality of teaching personnel. By the end of the XX century, however, China had already begun a comprehensive study of different systems integration, the process of teacher education, and professional development. Since then, there have been some experiences of integrating professional teacher education and development at the level of theory and practice, which need to be generalized and reflected upon. Objective. This study aims to analyze the status of integration trends in modern teacher education and professional development in China, characterize its main features, and identify the main problems. The materials of this study include academic papers on the problem area of the study (mainly Chinese scholars) and regulatory documents approved at the state level on education in China. The following research methods were used: Analysis of academic papers and documents on Chinese education policy, a study of the experience of integration into the teacher education system and professional development of teachers in China, synthesis, and generalization. Results and Discussion. Integration in the system of teacher education and teacher professional development in China enables the rational and reasonable design of the objectives and content of education at all stages of teacher professional development, maintaining its continuity and integrity, optimizing the use of educational resources and teaching materials, and promoting the improvement of the quality of teaching staff. Local authorities, higher education institutions, and teacher professional development institutes are the participants and subjects of this integration and contribute to its implementation in teacher education and professional development. This integration is mainly reflected in the integration of learning objectives, curricula, educational institutions involved in teachers’ professional development, and their certification, as well as in the assessment of educational resources. In the near future, the main tasks of integration in teacher education and teacher training processes in China will remain the promotion of productive professional communication, interaction, and cooperation at all levels of teacher education and among the various subjects of teacher education, the strengthening of the continuity of the goals and content of education, and the improvement of the quality of teachers working in the teacher education system. Conclusion. The main feature of integration in teacher education and teacher professional development in China is to focus on eliminating and reducing gaps in the professional teacher education process and promoting teachers’ continuous professional development. Integration as a resource for improving the quality of teacher education and development can be demonstrated mainly at the levels of the goals in the academic disciplines syllabuses and teacher education programs, educational institutions, teacher certification, and evaluation of educational resources and teaching materials. Eliminating and minimizing the problems and gaps of the above introduction requires further theoretical and empirical research. Введение. В современных условиях нарастания глобализационных процессов, цифровой трансформации во всех сферах деятельности человека единовременное и окончательное образование (once-and-for-all education), то есть «раз и навсегда», уже не отвечает всем требованиям социума и государства к качеству педагогических кадров. В данном контексте интеграция в педагогическом образовании и профессиональном развитии педагогов становится одной из необходимых и неизбежных задач реформирования, модернизации системы образования во всем мире, что во многом связано также с ростом популярности, востребованностью современной образовательной идеологии «обучение в течение всей жизни». Сложившаяся и реализуемая продолжительное время в системе китайского педагогического образования практика ее разделения от системы профессионального развития учителей препятствовала эффективному повышению качества педагогических кадров. Однако уже в конце XX в. в Китае началось всестороннее изучение вопросов интеграции систем, процессов образования и профессионального развития педагогов. С тех пор здесь сложился определенный опыт интеграции профессионального педагогического образования и развития на уровнях и теории, и практики, который требует обобщения и осмысления. Цель исследования состоит в том, чтобы проанализировав состояние тенденции интеграции в современном педагогическом образовании и профессиональном развитии педагогов в Китае, охарактеризовать ее ключевые характеристики и обозначить наиболее значимые проблемы. Материалы данного исследования включили научные работы в проблемном поле исследования (преимущественно китайских ученых), документы об образовании в Китае, утвержденные на государственном уровне. Применялись следующие методы исследования: анализ научных трудов, документов, регламентирующих образовательную политику Китая; изучение опыта интеграции в системе педагогического образования и профессиональном развитии учителей Китая, синтез и обобщение. Результаты и обсуждение. Интеграция в профессиональном педагогическом образовании и профессиональном развитии педагогов в Китае предусматривает рациональное и обоснованное проектирование целей и содержания обучения на всех стадиях профессионального развития педагогов, сохранение их преемственности, целостности, оптимизацию использования образовательных ресурсов и средств обучения, содействие повышению качества учительских кадров. Местное руководство, учреждения системы высшего образования, институты профессиональной переподготовки школьных учителей являются полноправными участники, субъектами данной интеграции, по-своему способствуя ее реализации в педагогическом образовании и профессиональном развитии учителей. Названная интеграция в основном отражается в интеграции целей обучения, учебных программ, образовательных учреждений, которые участвуют в профессиональной подготовке учителей, их аттестации, а также в оценке образовательных ресурсов. Основными задачами интеграции в педагогическом образовании и профессиональном развитии учителей в Китае в ближайшее время будут оставаться содействие продуктивному профессиональному общению, взаимодействию и сотрудничеству на всех стадиях профессионального развития педагогов и между различными субъектами педагогического образования, усиление преемственности целей и содержания образования, повышение качества преподавателей, работающих в системе профессиональной переподготовки учителей. Заключение. Основная характеристика интеграции в педагогическом образовании и профессиональном развитии педагогов Китае состоит в ее направленности на ликвидацию, сокращение разрывов, лакун в процессе профессиональной педагогической подготовки, а также на стимулирование непрерывного профессионального развития педагогов. Интеграция как ресурс повышения качества педагогического образования и развития прослеживается преимущественно на уровнях целей рабочих программ учебных дисциплин и образовательных программ подготовки учительских кадров, образовательных учреждений, аттестации педагогов и оценки образовательных ресурсов, средств обучения. Устранение и минимизация проблем и пробелов обозначенной ингтрации требуют дальнейшего теоретического и эмпирического исследования.