Log in

Relevant bibliographies by topics / Teacher education/professional development / Journal articles

To see the other types of publications on this topic, follow the link: Teacher education/professional development.

Journal articles on the topic 'Teacher education/professional development'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Teacher education/professional development.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

S. Banumathi, S. Banumathi, and Dr Kalyani Kenneth. "Need of Continuing Professional Development in Teacher Education." Indian Journal of Applied Research 3, no. 8 (2011): 182–84. http://dx.doi.org/10.15373/2249555x/aug2013/61.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

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

Full text

Abstract:

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, t

APA, Harvard, Vancouver, ISO, and other styles

3

Budiwati, Neti. "Development of Education and Training Models in Improving the Professionalism of Economic Teachers." International Journal Pedagogy of Social Studies 4, no. 1 (2019): 98–102. http://dx.doi.org/10.17509/ijposs.v4i1.21496.

Full text

Abstract:

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, especi

APA, Harvard, Vancouver, ISO, and other styles

4

Avdeeva, Tat’yana I. "Professional Teacher Development in Educational Organizations." International Journal of Psychosocial Rehabilitation 24, no. 3 (2020): 3021–33. http://dx.doi.org/10.37200/ijpr/v24i3/pr2020333.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

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

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

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 (2011): 85–94. http://dx.doi.org/10.1016/j.tate.2010.07.005.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Muck, Kátia, and Denise Cristina Kluge. "Language teacher professional education:." International Journal for Innovation Education and Research 9, no. 4 (2021): 304–17. http://dx.doi.org/10.31686/ijier.vol9.iss4.3059.

Full text

Abstract:

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 sociocultur

APA, Harvard, Vancouver, ISO, and other styles

9

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 (2017): 27–39. http://dx.doi.org/10.5951/mathteaceduc.6.1.0027.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

10

Dahl, Thomas. "Prepared to Teach for Sustainable Development? Student Teachers’ Beliefs in Their Ability to Teach for Sustainable Development." Sustainability 11, no. 7 (2019): 1993. http://dx.doi.org/10.3390/su11071993.

Full text

Abstract:

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 wor

APA, Harvard, Vancouver, ISO, and other styles

11

Arsyad, Junaidi, and Hasni Arfah. "MODERNIZATION OF PROFESSIONAL DEVELOPMENT OF ISLAMIC EDUCATION TEACHERS IN INDONESIA." ITQAN : Jurnal Ilmu-Ilmu Kependidikan 11, no. 2 (2020): 111–37. http://dx.doi.org/10.47766/itqan.v11i2.1011.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

12

Akay, Elif, and Hasan Gürgür. "Professional Development of a Teacher Providing Special Education Support Service: Mentoring." Journal of Qualitative Research in Education 6, no. 1 (2018): 1–28. http://dx.doi.org/10.14689/issn.2148-2624.1.6c1s1m.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Zhou, Yan. "Language Teacher Education and Professional Development." International Journal of Applied Linguistics 24, no. 2 (2014): 290–91. http://dx.doi.org/10.1111/ijal.12066_4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Behrens, E. Diane. "Teacher Perceptions of a Consulting Teacher Model for Professional Development." Journal of School Leadership 5, no. 5 (1995): 482–503. http://dx.doi.org/10.1177/105268469500500504.

Full text

Abstract:

Teachers’ perceptions of the Consulting Teacher Model in Albemarle County, Virginia were examined. Data collected from five consulting teachers and ten client teachers were utilized in a case study approach to describe five professional development clusters—each consisting of one consulting teacher and two client teachers. Five themes emerged from a cross-case analysis: receptivity to assistance, value of collegiality, viability of the role, consulting teacher as change agent, and teacher empowerment. Consulting teachers helped client teachers grow professionally and promoted different perspec

APA, Harvard, Vancouver, ISO, and other styles

15

Kimshanov, Kushtarbek, and Totukan Dyikanbaeva. "Teacher Professional Development and Appraisal." TARBIYA: Journal of Education in Muslim Society 2, no. 2 (2015): 146–52. http://dx.doi.org/10.15408/tjems.v2i2.2802.

Full text

Abstract:

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 ma

APA, Harvard, Vancouver, ISO, and other styles

16

van Meerkerk, Edwin. "Teacher Logbooks and Professional Development." International Journal of Qualitative Methods 16, no. 1 (2017): 160940691773525. http://dx.doi.org/10.1177/1609406917735255.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

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 (2019): 93–113. http://dx.doi.org/10.23865/up.v13.1974.

Full text

Abstract:

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 categor

APA, Harvard, Vancouver, ISO, and other styles

18

Fayn, Tatyana A. "Professional development and professional retraining of teachers in the research approach." Pedagogy: history, prospects 3, no. 5 (2020): 73–84. http://dx.doi.org/10.17748/2686-9969-2020-3-5-73-84.

Full text

Abstract:

The article deals with the actualization of additional professional pedagogical education, which at the present stage of development of society is considered as the most important resource for the modernization of education in General, is defined as the most important tool for the socio-economic development of the country and regions. The author reveals the modern requirements for professional development of teachers, professional-pedagogical competence which is the main resource to achieve the strategic objectives of the Russian Federation to join the national scope of education in the TOP 10

APA, Harvard, Vancouver, ISO, and other styles

19

Hardy, Ian. "Critiquing teacher professional development: teacher learning within the field of teachers' work." Critical Studies in Education 51, no. 1 (2010): 71–84. http://dx.doi.org/10.1080/17508480903450232.

Full text

APA, Harvard, Vancouver, ISO, and other styles

20

Pavlyuk, Oksana S., Yevgen O. Pavlyuk, Oleksandr O. Soltyk, Tetyana V. Chopyk, and Oleksandr V. Antoniuk. "Self-Improvement of Teachers of Physical Education at Various Stages of Professional Development." Revista Romaneasca pentru Educatie Multidimensionala 12, no. 4 (2020): 38–52. http://dx.doi.org/10.18662/rrem/12.4/332.

Full text

Abstract:

The article deals with the issue of professional development and peculiarities of self-improvement of teachers of physical education. Teachers of physical education from higher educational establishments took part in the experiment. A number of methods were used: analysis, comparison, systematization, survey, discussion, teachers interviewing, questionnaire, pedagogical experiment, methods of mathematical statistics, and graphic display of results. Also, results of practical experience allowed to elaborate the structure of self-improvement of teacher of physical education, which includes the f

APA, Harvard, Vancouver, ISO, and other styles

21

Nurunnisa, Rita. "INCREASING PEDAGOGIC COMPETENCY AND PROFESSIONAL COMPETENCY THROUGH EDUCATION AND TRAINING DEVELOPMENT OF SUSTAINABLEPROFESSION OF DEVELOPMENT (Case Study of Kindergarten Teachers in Bandung)." Empowerment 7, no. 2 (2018): 260. http://dx.doi.org/10.22460/empowerment.v7i2p260-265.886.

Full text

Abstract:

ABSTRACTTeacher competence is the teacher's capital in carrying out the main task and its function in educating the students. There are 4 competencies that must be possessed by teachers, namely, pedagogic competence, professional competence, personality competence and social competence. Teachers should have awareness in themselves to continue to learn and develop themselves continuously in an effort to improve services to learners. One of the teacher's efforts in self-development is through education and training. For that, the authors examine the "How education and training Sustainable Develo

APA, Harvard, Vancouver, ISO, and other styles

22

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 (2009): 212–28. http://dx.doi.org/10.1162/edfp.2009.4.2.212.

Full text

Abstract:

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 evidenc

APA, Harvard, Vancouver, ISO, and other styles

23

Solares-Altamirano, María Elena. "Promoting Teacher Professional Development through Online Task-Based Instruction." International Journal of Virtual and Personal Learning Environments 1, no. 4 (2010): 52–65. http://dx.doi.org/10.4018/jvple.2010100104.

Full text

Abstract:

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 educa

APA, Harvard, Vancouver, ISO, and other styles

24

Gathara, Peter Mugo. "Continuing Professional Development." Msingi Journal 1, no. 1 (2019): 1–17. http://dx.doi.org/10.33886/mj.v1i1.91.

Full text

Abstract:

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

APA, Harvard, Vancouver, ISO, and other styles

25

Monkevičius, Justinas. "Teacher Professional Learning Community’s Creation and Development Factors." Pedagogika 127, no. 3 (2017): 161–75. http://dx.doi.org/10.15823/p.2017.46.

Full text

Abstract:

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 a

APA, Harvard, Vancouver, ISO, and other styles

26

Emelyanova, E. A. "Professional Development of the Beginner Teacher of Professional Education." Bulletin of Kalashnikov ISTU 21, no. 3 (2018): 220. http://dx.doi.org/10.22213/2413-1172-2018-3-220-223.

Full text

Abstract:

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-педагогически

APA, Harvard, Vancouver, ISO, and other styles

27

Margolis, A. A. "Activity Approach in Teacher Education." Психологическая наука и образование 26, no. 3 (2021): 5–39. http://dx.doi.org/10.17759/pse.2021260301.

Full text

Abstract:

The paper addresses the subject matter and outcomes of the project on modernization of teacher education in Russia (2014—2017) aimed at enhancing professional development of future teachers and bringing it into compliance with the professional standard for teachers as well as with the federal state educational standards (standard-driven reform). I describe the theoretical concept behind the new activity-based model of teacher training which was developed and subsequently tested in the course of the project implementation. Also, I highlight several unresolved issues in teacher training and put

APA, Harvard, Vancouver, ISO, and other styles

28

Koh, Joyce Hwee Ling, Ching Sing Chai, and Wei Ying Lim. "Teacher Professional Development for TPACK-21CL." Journal of Educational Computing Research 55, no. 2 (2016): 172–96. http://dx.doi.org/10.1177/0735633116656848.

Full text

Abstract:

This article explicates the conception and evaluation of an information and communications technologies (ICT) professional development process for developing teachers’ technological pedagogical content knowledge for 21st century learning. The process emphasizes teachers’ prolonged engagement with peers and researchers in design teams. Supported by technological pedagogical content knowledge rubrics and technological pedagogical content knowledge design heuristics, the process enabled teachers to assess their current ICT lessons, set design goals, redesign, implement, and evaluate student learn

APA, Harvard, Vancouver, ISO, and other styles

29

,, Parul, and Dr Madhulika S. Patel. "Redefining Teacher Education in India." SMART MOVES JOURNAL IJELLH 7, no. 11 (2019): 16. http://dx.doi.org/10.24113/ijellh.v7i11.10116.

Full text

Abstract:

Professional development of a teacher is a continuous process. Quantitative and qualitative debate may hinder our approach to fill the deep crevices between theory and practice regarding teacher development. Reflective teaching practice and improvement of environment for CPD predetermines for unanimity in variations. Upgrading national policy on education teachers’ training institutions and creating centre of excellence are among few expected ways to meet the challenges. Integration of information and communication technology in education and stimulation of quality assurance system may support

APA, Harvard, Vancouver, ISO, and other styles

30

Körkkö, Minna, Outi Kyrö-Ämmälä, and Tuija Turunen. "Professional development through reflection in teacher education." Teaching and Teacher Education 55 (April 2016): 198–206. http://dx.doi.org/10.1016/j.tate.2016.01.014.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Wait, Dan B., and Louis L. Warren. "Reforming Teacher Education through Professional Development Schools." International Journal of Educational Reform 11, no. 3 (2002): 228–50. http://dx.doi.org/10.1177/105678790201100303.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Jones, Ken, and Jim O’Brien. "Professional development in teacher education: European perspectives." Professional Development in Education 37, no. 5 (2011): 645–50. http://dx.doi.org/10.1080/19415257.2011.616108.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Rose, Amanda L., and Jennifer A. Sughrue. "Promoting Retention of Alternative Certified Teachers Through Professional Development." NASSP Bulletin 104, no. 1 (2020): 34–54. http://dx.doi.org/10.1177/0192636520913624.

Full text

Abstract:

Due to the nature of alternative preparation paths to classroom teaching and the unique challenges these teachers face, alternative certified teacher quality and retention are questionable. The purpose of this study was to investigate school leaders’ knowledge of the challenges of these teachers, the support provided in light of that knowledge, and the potential impact of the support on teacher retention. Alternative certified teachers need increased, differentiated professional development opportunities that support classroom performance, resulting in retention and student achievement.

APA, Harvard, Vancouver, ISO, and other styles

34

Allan, Karen Kuelthau, and Margery Staman Miller. "Teacher‐researcher collaboratives: Cooperative professional development." Theory Into Practice 29, no. 3 (1990): 196–202. http://dx.doi.org/10.1080/00405849009543454.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Swennen, Anja, and Tony Bates. "The professional development of teacher educators." Professional Development in Education 36, no. 1-2 (2010): 1–7. http://dx.doi.org/10.1080/19415250903457653.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Walker, M. J. "Teacher leadership in professional development schools." Teacher Development 25, no. 3 (2021): 389–92. http://dx.doi.org/10.1080/13664530.2021.1918861.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Fuadat, Fu'ad Arif Noor, Zubaedah Nasucha, Ihda A’yunil Khotimah, and Shomiyatun. "Outstanding Educator Performance: Professional Development in Early Childhood Education." JPUD - Jurnal Pendidikan Usia Dini 14, no. 2 (2020): 379–400. http://dx.doi.org/10.21009/jpud.142.15.

Full text

Abstract:

Early childhood education as the main foundation of one's education is determined by the quality of teachers who can be seen through the performance of teachers and teachers, so the discourse of professional development is important. This study aims to determine how the performance of superior early childhood teachers and performance measurement as performance standards for outstanding teachers. Qualitative research is carried out with a psychological approach that is carried out directly on the object under study, to obtain data relating to aspects of teacher performance so that increased per

APA, Harvard, Vancouver, ISO, and other styles

38

Rout, Satyajit, and Santosh Kumar Behera. "Constructivist Approach in Teacher Professional Development: An Overview." American Journal of Educational Research 2, no. 12A (2014): 8–12. http://dx.doi.org/10.12691/education-2-12a-2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Ostashewski, Nathaniel Mark, Doug Reid, and Susan Moisey. "Applying constructionist principles to online teacher professional development." International Review of Research in Open and Distributed Learning 12, no. 6 (2011): 143. http://dx.doi.org/10.19173/irrodl.v12i6.976.

Full text

Abstract:

<p>This report explores the first iteration of a teacher professional development courselet grounded in constructionist theory and activities. This online teacher professional development (oTPD) courselet provided opportunities for teachers to engage in just-in-time, ongoing TPD within a social networking site for educators. The topic of the oTPD was Robotics and Hands-on Activities in the Classroom. The courselet was designed for teachers who are interested in integrating constructionist pedagogies into their practice. Key findings of the first delivery of the oTPD courselet point to a

APA, Harvard, Vancouver, ISO, and other styles

40

Mardapi, Djemari, and Tutut Herawan. "Assessing Teacher Competence and Its Follow-up to Support Professional Development Sustainability." Journal of Teacher Education for Sustainability 20, no. 1 (2018): 106–23. http://dx.doi.org/10.2478/jtes-2018-0007.

Full text

Abstract:

Abstract Teacher assessment has been recently considered as a minor issue in Education. Therefore, there is lacks teacher’s competency assessment as the basis for the sustainability of teacher profession development. This study was on attempt to describe the model of teacher assessment which had been implemented in Indonesia and its challenges to encourage the development of a sustainable teacher profession. The data was collected through documentation. Moreover, some interviews were conducted about (1) teacher competency test in 2012–2014 by 1,611,251 teachers; in 2015 by 2,699,516 teachers,

APA, Harvard, Vancouver, ISO, and other styles

41

G. Padillo, Gengen, Ramil P. Manguilimotan, Reylan G. Capuno, and Raymond C. Espina. "Professional Development Activities and Teacher Performance." International Journal of Education and Practice 9, no. 3 (2021): 497–506. http://dx.doi.org/10.18488/journal.61.2021.93.497.506.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Epstein, Ruth. "Client Analysis in Teacher Education: What Some Canadian and South African Teachers Identify as their Professional Development Needs." TESL Canada Journal 18, no. 2 (2001): 78. http://dx.doi.org/10.18806/tesl.v18i2.912.

Full text

Abstract:

The client analysis conducted in this study explores the professional development needs of11 language teachers, five in South Africa and six in Canada. The study employs a questionnaire and interviews to discover how each teacher's background and context affects his or her perceived professional development needs. Interviews show that teacher educators cannot necessarily predict teachers' professional development needs based on their backgrounds and contexts alone. A variety of inputs from recipients over an extended time is desirable and would yield more accurate predictability of an individu

APA, Harvard, Vancouver, ISO, and other styles

43

Hrastinski, Stefan. "Digital tools to support teacher professional development in lesson studies: a systematic literature review." International Journal for Lesson & Learning Studies 10, no. 2 (2021): 138–49. http://dx.doi.org/10.1108/ijlls-09-2020-0062.

Full text

Abstract:

PurposeLesson study is one of the most adopted models of teacher professional development. However, as education has become increasingly digital, this study aims to investigate the use of digital tools to support teacher professional development in lesson studies.Design/methodology/approachThis article systematically reviews journal articles on the use of digital tools to support teacher professional development in lesson studies.FindingsWhile the lesson study model is typically based on the premise that teachers prepare and observe a lesson at a school, the reviewed research suggests that dig

APA, Harvard, Vancouver, ISO, and other styles

44

Vranjesevic, Jelena. "The main challenges in teacher education for diversity." Zbornik Instituta za pedagoska istrazivanja 46, no. 2 (2014): 473–85. http://dx.doi.org/10.2298/zipi1402473v.

Full text

Abstract:

This paper explores the main challenges in teacher education for diversity: the dominant regimes of truth in society that reinforce existing stereotypes/prejudices, the gap between pre-service and in-service teacher education and professional development, the fragmentation of teacher education system, the competences of teacher educators and lack of research and research-based practice when it comes to education for diversity. The paper discusses the impacts of these challenges on teacher professional role as well as the support needed to overcome some of them. The changes need to be made in t

APA, Harvard, Vancouver, ISO, and other styles

45

Volyarska, Olena. "IMPROVEMENT OF PROFESSIONAL TEACHER DEVELOPMENT IN THE SYSTEM OF POSTGRADUATE EDUCATION." Aesthetics and Ethics of Pedagogical Action, no. 14 (September 9, 2016): 143–52. http://dx.doi.org/10.33989/2226-4051.2016.14.171605.

Full text

Abstract:

Comprehensive analysis of scientific studies of national and foreign scientists showed that the problem of the teachers’ professional development improvement has been represented in theoretical and practical philosophical, psychological and pedagogical science. The analysis of development of the postgraduate education tendencies, life-long professional education of adult learners, long-term scientific and pedagogical experience have revealed the relevance of research in the improving of the teachers professional development. This research has been appropriated by the increased requirements for

APA, Harvard, Vancouver, ISO, and other styles

46

Wei, Dan Dan, and Le Xing Qiu. "Research on Application of "Flipped Class" Model in Teacher Education." Applied Mechanics and Materials 644-650 (September 2014): 5756–60. http://dx.doi.org/10.4028/www.scientific.net/amm.644-650.5756.

Full text

Abstract:

Teacher as a profession, has its own specialty. To make teachers have strong professional, the quality of teacher education is the key. The teaching mode called "flip class" is beneficial to the development of the teachers' theory quality and technological literacy. If we bring it into the teacher education curriculum teaching, it’ll promote teachers' professional specialization development.

APA, Harvard, Vancouver, ISO, and other styles

47

Koukis, Nikolaos, and Athanassios Jimoyiannis. "MOOCS for teacher professional development: exploring teachers’ perceptions and achievements." Interactive Technology and Smart Education 16, no. 1 (2019): 74–91. http://dx.doi.org/10.1108/itse-10-2018-0081.

Full text

Abstract:

PurposeThis paper aims to report on a study concerning a Massive Open Online Course (MOOC), designed to support Greek-language teachers in secondary-education schools in implementing collaborative writing activities with Google Docs (GDs) in their classrooms. Data recorded from a post-survey were used to investigate teachers’ views and perceptions about MOOC design features, their personal achievements and the overall outcomes for their professional work and development.Design/methodology/approachThe design framework of the particular teacher professional development MOOC was determined by the

APA, Harvard, Vancouver, ISO, and other styles

48

Uzma Murad Panhwar, Muhammad Farshad, and Zohran Jumani. "Use of Reflective Practices on Teaching-Learning in Distance Education." International Journal of Distance Education and E-Learning 5, no. 2 (2020): 86–94. http://dx.doi.org/10.36261/ijdeel.v5i2.1044.

Full text

Abstract:

This study is aimed at examining the use of teacher reflective practices in future professional development. The research was conducted to assess the effectiveness of educators' reflective behaviors on prospective teachers. After completing their under-graduation/ graduation degree from the distance teacher education programs, how much they will be professionally developed to use reflective practices effectively. Here, particularly the effectiveness of reflective practices of teacher educators for the professional development of future teachers has been investigated. For this survey, the resea

APA, Harvard, Vancouver, ISO, and other styles

49

Hamiloğlu, Kamile. "Student Teachers’ Learning and Professional Development in Second Language Teacher Education." European Journal of Language and Literature 7, no. 1 (2017): 13. http://dx.doi.org/10.26417/ejls.v7i1.p13-21.

Full text

Abstract:

This article is a review on student teacher (ST) learning in second language teacher education (SLTE) and it aims to establish a context for ST learning for professional development in SLTE research and frame its contribution to the current research literature. To achieve this, it conducts an overview on concepts of interest, and it places in perspective some of the key previous findings relating to the research at hand. Broadly, it is to serve as a foundation for the debate over perspectives of second/foreign language (S/FL) student teachers’ (STs’) learning to teach through their professiona

APA, Harvard, Vancouver, ISO, and other styles

50

Anderson, Trudy J., R. Kirby Barrick, and Matthew Hughes. "Resposibilities Of Teacher Education For Vocational Teacher Professional Development Programs." Journal of Agricultural Education 33, no. 2 (1992): 43–50. http://dx.doi.org/10.5032/jae.1992.02043.

Full text

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!