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Journal articles on the topic 'Teacher of professional education'

Author: Grafiati

Published: 2 June 2025

Last updated: 19 July 2025

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1

Odilovich, Shagdarov Navro'zbek. "FUTURE PROFESSIONAL EDUCATION TEACHER ABOUT PROFESSIONAL TRAINING." European International Journal of Multidisciplinary Research and Management Studies 02, no. 06 (2022): 78–83. http://dx.doi.org/10.55640/eijmrms-02-06-14.

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In the article it is written that the future teacher should be able to keep himself professionally and morally, apply the acquired skills and skills in new, non-standard situations, get a quick direction in new information, show pedagogical abilities, have practical skills related to design and planning.

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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.

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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 sociocultur

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Ni, Yongmei. "Teacher Working Conditions, Teacher Commitment, and Charter Schools." Teachers College Record: The Voice of Scholarship in Education 119, no. 6 (2017): 1–38. http://dx.doi.org/10.1177/016146811711900606.

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Background The charter school movement relies on teachers as critical components. Teacher commitment is an important aspect of teachers’ lives, because it is an internal force for teachers to grow as professionals. It is also considered one of the crucial factors in influencing various educational outcomes, including teacher effectiveness, teacher retention, and student learning. However, no empirical studies have examined teacher commitment in charter schools. Purpose To address this knowledge gap, this study compares organizational and professional commitment of teachers in charter schools a

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Woolf, Sara B. "Critical Skills for Special Educator Effectiveness: Which Ones Matter Most, and to Whom?" Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 42, no. 2 (2018): 132–46. http://dx.doi.org/10.1177/0888406418776714.

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Special education teachers are expected to fulfill diverse teaching and nonteaching tasks in comparison to their general education peers. However, their performance is evaluated with measures that were normed for use with general education teachers. These specialty teachers are also routinely evaluated by professionals who may lack formal special education training or experience. These conditions render special educators vulnerable for inaccurate performance evaluation. Explicit research is needed to clarify the professional skills that are most critical to special educators’ professional effe

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De Vroey, Annet, Amélie Lecheval, and Simoni Symeonidou. "Supporting All Educators to Take Part in Teacher Professional Learning for Inclusion." Trends in Higher Education 2, no. 2 (2023): 320–31. http://dx.doi.org/10.3390/higheredu2020018.

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In the process of ensuring inclusive education, teachers’ individual roles are shifting towards collaborative practice, involving sharing tasks and expertise among a wide range of educational professionals. Policies for inclusion have resulted in a sense of urgency among universities to better educate teachers for inclusive practice. Yet, the tools to support this demand appear to be quite limited, or do not address the gaps in teacher professional learning identified in the research. Proceeding from the outcomes of a policy review on teacher professional learning for inclusion in Europe, the

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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 (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

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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.

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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, t

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Mrutu, Nipael, Esther Kibga, Aladini Hoka, et al. "Investment in Teacher-Education Versus Teacher-Educational Research for Effective Teacher-Professional Learning." Journal of Education and Practice 7, no. 5 (2023): 30–46. http://dx.doi.org/10.47941/jep.1437.

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Purpose: This systematic research paper provides a comprehensive review of studies and literature on three terms i.e., teacher education, teacher professional learning and teacher education research more specifically in the context of the Tanzania education system. One of the most important aspects identified in teacher education in recent years is teacher educational research despite being yet overlooked. Teacher educational research creates a better juncture through which a gap between teacher education and teacher professional learning is bridged and the two present well with one another.&#

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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.

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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

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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 (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 categor

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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 (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 fil

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Chong, Sylvia, and Theresa Lu. "“I’m a Teacher.” –Preschool Teachers’ Perception of Professional Self." International Journal of Education 12, no. 4 (2021): 132. http://dx.doi.org/10.5296/ije.v12i4.18053.

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Preschool education requires articulate, reflective and highly qualified teachers. However, within the teaching field, it is claimed that preschool teachers have the lowest perception of their own professional status. Determining the preschool teachers’ professional standing is problematic and begins with preschool teachers’ sense of professionals self. Using a mixed methods research methodology, the study garnered quantitative as well as personal insights into preschool teachers’ perception of professional self. The findings showed that the preschool teachers have an emerging perception of pr

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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 (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, especi

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

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Napitupulu, Astri, Jasmin Easterling, Leslie Hamm, et al. "Centering Teacher Expertise, Needs, and Wellbeing in In-Service Teacher Education: A Post/COVID-19 Study." Education Sciences 13, no. 7 (2023): 753. http://dx.doi.org/10.3390/educsci13070753.

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This paper shares findings of a qualitative study on professional learning with in-service teachers during COVID-19. From 2020–2023, the authors facilitated comprehensive literacy professional learning with in-service teachers from 40 schools in the Midwest U.S. Our work aimed to center teachers as experts and be responsive to teachers’ social, emotional, and professional needs. Drawing on framework for adaptability, we analyzed formative assessments, interview transcripts, and written reflections to understand teachers’ perspectives on professional learning and their praxis during COVID-19. D

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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 (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 pr

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Latifa, Baiti, and Delfi Eliza. "The Context of Professionalism among Early Childhood Education Teachers in Indonesia." ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal 11, no. 1 (2023): 107. http://dx.doi.org/10.21043/thufula.v11i1.20113.

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<em>The teacher is be told a professional teacher when he has basic competence as a teacher. The purpose of this research is to find out and analyze in the professional context of early childhood teachers in Indonesia. Data collection was carried out using qualitative research methods. Data collection is useful for obtaining the information needed to achieve research objectives. Data collection was carried out by distributing questionnaires to 34 early childhood education teachers in Indonesia as respondents based on length of teaching. The results of the Professional Good Teacher resear

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Praptiningsih, P. "PENGEMBANGAN PROFESI GURU SEBAGAI PENINGKATAN KINERJA GURU." Mamba'ul 'Ulum 16, no. 1 (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

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Barokah, Anisatul, Imam Makruf, and Imam Sukardi. "Professional Competence of Arabic Teachers in Education Management." International Journal of Arabic Language Teaching 6, no. 01 (2024): 109. http://dx.doi.org/10.32332/ijalt.v6i01.9101.

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The goal of this study is to find out how teacher competency in education management, teacher professional skills, and learning measurement can help make education better. A detailed qualitative method was used for this study. Some of the ways that data is gathered are through interviews, observations, and writing things down. Methods for looking at data, like collecting research materials, making field notes and writing them down, talking to relevant people, using a control trail (data fit test), and triple checking the validity of the data. The results showed that teachers were good at follo

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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 t

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Asma, Khizar Khizar. "Reflection of Teacher Educator's Professionalism on Prospective Teachers." Global Social Sciences Review 4, no. 2 (2019): 298–306. https://doi.org/10.5281/zenodo.4383431.

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Reflection of teacher’s own professionalism matters so the present study aimed to evaluate the reflection of teacher educator’s professionalism on their students. The survey was conducted to collect data by using two self-developed questionnaires one for teacher educators and others for prospective teachers. A sample of 155 teacher educators and 200 prospective teachers participated in this study randomly selected from one general university of Islamabad and seven universities of Punjab province. Analyses revealed that prospective teachers were highly reflecting professional attitu

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Emakulata, Maria, Luhur Wicaksono, and Marinu Waruwu. "Peran Pendidikan Profesi Guru terhadap Kinerja Guru SMA Negeri 1 Belitang, Kabupaten Sekadau." Journal on Education 7, no. 2 (2025): 10348–62. https://doi.org/10.31004/joe.v7i2.7486.

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This study explores the role of professional teacher education in enhancing teacher performance at SMA Negeri 1 Belitang, Sekadau District. The research emphasizes the importance of professional teacher education in improving pedagogical competence, professional skills, and overall teacher effectiveness. Using a mixed-method approach, this study examines the impact of teacher education programs on teacher performance, focusing on both qualitative and quantitative data. The results indicate that professional teacher education significantly influences teaching quality by increasing teachers' ski

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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 (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

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Humes, Walter. "Conditions for Professional Development." Scottish Educational Review 33, no. 1 (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 Contin

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STEINBEIß, Gregor. "Beginning Student Teachers’ Professional Identity." Acta Didactica Napocensia 14, no. 1 (2021): 151–64. http://dx.doi.org/10.24193/adn.14.1.12.

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Abstract: This article investigates teachers’ professional identity of beginning first-year students through their beliefs about being a teacher. The presented study focuses on Austrian teacher students’ (N=18) conceptions of becoming a professional; what convictions student teachers reflect on, which professional identity emerges and what synthesis of a professional teacher identity position can be portrayed at the beginning of teacher education. Through inductively driven content analysis all statements (N=401) have been combined, and a unified synthesis of a beginning student teachers’ prof

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�� and Olga Shafranova. "To a Question of Axiological Content of Higher School Teacher�s Continuous Education." Standards and Monitoring in Education 2, no. 1 (2014): 29–33. http://dx.doi.org/10.12737/2646.

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Experimental analysis related to main aspects of axiological content of higher school teacher�s continuous education has been presented in this paper. The author has formulated main pedagogical conditions, allowing increase professional education�s efficiency. Aspect analysis related to axiological bases of higher school teacher�s professional activity system has been carried out in this paper. The higher school teachers pay the greatest attention to quality of future professionals� knowledge and abilities. Respondents� understanding of importance of training and educational

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Solih, Muhammad, Alfi Hafifah Habibah, and Ayu Putri Julia. "Teacher’s Professional Role In Improving The Learning Process." Edumaspul: Jurnal Pendidikan 6, no. 2 (2022): 2115–20. http://dx.doi.org/10.33487/edumaspul.v6i2.4540.

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In this study, the author took the title The Professional Role of Teachers in Improving the Learning Process, for this we both know that the teacher is an important figure in an educational institution. His role as a teacher and educator makes him a highly respected figure for everyone. The professional role of teachers in improving the learning process is also inseparable from how much competence they have. The better the competencies he has, the better the learning process that takes place in the classroom. The position of the teacher as a professional is intended to function to increase the

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Nika, Sakila Safa, and Nina Rahayu. "PENGEMBANGAN PROFESIONALITAS GURU MELALUI PENDIDIKAN PROFESI GURU (PPG) DALAM PENINGKATAN MUTU PENDIDIKAN INDONESIA." NIZHAMIYAH 14, no. 1 (2024): 81. http://dx.doi.org/10.30821/niz.v14i1.1630.

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The Indonesia state continues to strive to imporove the quality of education and so far the government has taken various strategies in an effort to improve the quality of educator, both in the form of education and training programs. Teachers professional teacher are produced through academic education (S1) and teacher professional education (PPG) government teacher professional development programs are seen as an important way to improve the quality of educators, through curriculum research, infrastructure, human resources and field experience programs, to produce quality teachers wuth the co

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Hariri, Hasan, Mohamad Thobi, Sowiyah Sowiyah, and Riswandi Riswandi. "The Effect of Teacher Professional Competence on Education Quality: A Literature Review." Edumaspul: Jurnal Pendidikan 8, no. 1 (2024): 154–58. http://dx.doi.org/10.33487/edumaspul.v8i1.6051.

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Many aspects affect the quality education, one of which is the professional competence of teachers. Teacher competence is interesting topic to learn. This article aims to examine the effect of teacher professional competence on quality education. The articles used in this literature review were those obtained through Google Scholar by using the keywords teacher professional competence and quality oeducation. Based on the results of the literature review, the authors found that the professional competence of teachers has a positive and significant effect on the education quality. Keywords

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Uchtiawati, Sri. "Analysis Certification Teachers On Teacher Professional Education In Service." INNOVATION RESEARCH JOURNAL 1, no. 2 (2020): 82. http://dx.doi.org/10.30587/innovation.v1i2.1921.

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The problem of this research is the need to improve the quality of Education, which in the analysis obtained by a base to enhance the quality of Education. Knowledge lies in the sub-system of teachers because basically, the teacher is learning agent. And how the efforts to upgrade the quality of Education is then, by invitation Act s item of national Education and law teacher and lecturer, is it relieved l formal that teachers must have a teaching certificate, or known as a teacher's certificate (sergu). The essence of teacher certification award "teaching certificate" on teachers, which meets

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Amdam, Synnøve. "Media Education Goes Professional?" Nordicom Review 38, no. 1 (2017): 81–95. http://dx.doi.org/10.1515/nor-2016-0019.

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Abstract This article explores how media teachers’ self-images, positionings and interpretative repertoires inform educational practices in media education. Media education is viewed as a critical element of 21st century learning. However, we have very little knowledge of the implementers of this critical element, the media teachers. Based on a thematic literature review of historical positions of the Nordic media teacher, and supported by national survey data on the media teachers’ backgrounds, motivations and practices (n=383), the subject is explored through focus groups and individual inte

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Landon, John. "Teacher Education and Professional Development." TESL Canada Journal 5, no. 2 (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 (1988): 113–16. http://dx.doi.org/10.1080/0305763880140207.

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Gaur, Homesh Rani. "PROFESSIONAL ETHICS IN TEACHER EDUCATION." SCHOLARLY RESEARCH JOURNAL FOR HUMANITY SCIENCE AND ENGLISH LANGUAGE 10, no. 50 (2022): 12382–86. http://dx.doi.org/10.21922/srjhsel.v10i50.10162.

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Ethics is the theoretical basis for practicing morality in daily life. Ethics guide us to follow ideal and justified life style in the society. It means Ethics are a set of standards set by society which help an individual and evaluate the morality of his commitments and actions. An ethical analysis will lead an individual to think critically what is to be done and what is not to be done. Ethics are an indispensable instrument for the ideal society. ‘Ethics’ word has been derived from the ancient Greek word “ethikos” that means related to one’s character.’ Ethikos’ originated from the root wor

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Dimitrieska, Vesna. "Language Teacher Identity in TESOL, Teacher Education and Practice as Identity Work." International Journal of Literacy, Culture, and Language Education 4 (December 26, 2023): 86–89. http://dx.doi.org/10.14434/ijlcle.v4i.35754.

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Although identity is something that every language teacher has, language teacher identity (LTI) has been established and researched as a concept recently, in the past two decades. Language teacher identity has a critical role in language teachers’ professional and personal lives as it portrays how they position themselves and how others (i.e., colleagues, students, and other professionals) perceive them within the field and the work they do. Thus, LTI has the potential to drive the language teachers’ transformation into the teaching professional they want to become. Language Teacher Identity i

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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.

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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

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Dunekacke, Simone, and Julia Mareike Barenthien. "What About Early Childhood Mathematics Education in Early Childhood Teacher Education?" Zeitschrift für Pädagogik, no. 1 (January 25, 2023): 1–23. http://dx.doi.org/10.3262/zp0000010.

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From existing research, it is known that early childhood teacher education pro-vides few opportunities to learn mathematical content or mathematics pedagogical con-tent knowledge. Furthermore, little is known about the extent to which teacher educators are qualified to teach early childhood mathematics within teacher education programs. This study investigates the frequency of opportunities to learn mathematical content knowledge and mathematics pedagogical content knowledge. Additionally, we investigate some characteristics of teacher educators, namely the sources they use for professional de

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Dunekacke, Simone, and Julia Mareike Barenthien. "What About Early Childhood Mathematics Education in Early Childhood Teacher Education?" Zeitschrift für Pädagogik, no. 1 (January 25, 2023): 88–110. http://dx.doi.org/10.3262/zp2301088.

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From existing research, it is known that early childhood teacher education provides few opportunities to learn mathematical content or mathematics pedagogical content knowledge. Furthermore, little is known about the extent to which teacher educators are qualified to teach early childhood mathematics within teacher education programs. This study investigates the frequency of opportunities to learn mathematical content knowledge and mathematics pedagogical content knowledge. Additionally, we investigate some characteristics of teacher educators, namely the sources they use for professional deve

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Park, Junhyuk, and Euichang Choi. "Professional Identity of Physical Education Teachers : What Does It Consist Of?" Korean Journal of Sport Science 34, no. 2 (2023): 339–54. http://dx.doi.org/10.24985/kjss.2023.34.2.339.

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PURPOSE Professional Identity Formation (PIF) has become a core concept in various professional education fields as it emphasizes professionals’ dispositions as well as abilities. This study provides an overview of PIF and explores the characteristics of professional education programs that highlight PIF. Through this overview, the purpose of this study is to propose the ‘Professional Identity Matrix for Physical Education Teacher (PIMPET)’, which helps identify PE teachers’ Professional Identity (PI).METHODS This study suggests a guideline to understand PE teachers' PI based on the analysis o

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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 (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

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., Rasmitadila, Reza Rachmadtullah, Teguh Prasetyo, et al. "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 cont

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., Rasmitadila, Reza Rachmadtullah, Teguh Prasetyo, et al. "Professional development for Indonesian elementary school teachers: Increased competency and sustainable teacher development programs." F1000Research 13 (April 28, 2025): 1375. https://doi.org/10.12688/f1000research.156946.2.

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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 cont

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Thomas, Lynn, and Catherine Beauchamp. "Learning to Live Well as Teachers in a Changing World: Insights Into Developing a Professional Identity in Teacher Education." Journal of Educational Thought / Revue de la Pensée Educative 41, no. 3 (2018): 229–44. http://dx.doi.org/10.55016/ojs/jet.v41i3.52496.

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Developing a strong sense of a professional identity as a teacher may be crucial to the well-being of new members of the profession. This article describes the initial results of a research project examining the development of professional identity in new teachers undertaken with recent graduates from teacher education programmes in two universities in Quebec. Twenty-one volunteers were interviewed after graduation and before beginning their first jobs about their image of themselves as professionals and their projections of a future identity in relation to a vision of an ideal teacher. Analys

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Mardakhaev, L. V. "PROFESSIONAL EDUCATION IN PREPARATION SOCIAL TEACHERS." BULLETIN Series of Pedagogical Sciences 68, no. 4 (2020): 78–84. http://dx.doi.org/10.51889/2020-4.1728-5496.11.

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The article reveals the essence, content and features of professional education in the process of training social teachers on the basis of personal, systemic, environmental and personal-activity approaches. Various approaches to understanding the essence of professional education of students are presented. The author's understanding of professional education of students is revealed as a process of ensuring the purposeful formation of a student's culture for a professional purpose. The article characterizes the understanding of the professional culture of a social teacher as a result of his pro

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Margevica-Grinberga, Ieva, and Indra Odiņa. "Mentoring for school-based teacher education." Cypriot Journal of Educational Sciences 16, no. 5 (2021): 2389–401. http://dx.doi.org/10.18844/cjes.v16i5.6348.

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Due to the shortage of teachers at schools, the Ministry of Education and Science in Latvia has devoted special attention to fast track of teachers to teaching starting new teacher education project to attract capable and motivated professionals from various fields to the work of a teacher. This also raised the necessity for the development of programme and training competent teachers to act as mentors in school-based teacher education programme. The study aimed to explore and evaluate mentor education in the context of work-based (school-based) initial teacher education. The research sample c

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Agustiani, Merie. "TEACHER PROFESSIONAL EDUCATION PROGRAM IN INDONESIA: BENEFIT AND CHALLENGE." Enrich: Jurnal Pendidikan, Bahasa, Sastra dan Linguistik 5, no. 2 (2024): 28–37. https://doi.org/10.36546/enrich.v5i2.1314.

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This paper reviews about benefit and challenges of teacher professional development in Indonesia. It also examines the types of Teacher Professional Program (known as Program Profesi Guru/PPG) which have been implemented by the government since the year of 2013.The teachers’ professional program both for in-service teachers and Pre- service teachers propose to enhance teacher professional development especially to improve their knowledge and competencies. For these reasons, the ultimate goal is by having professional teacher; it will lead to the students’ better achievement. Beside the benefit

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Laode, Moh Tri Kurniawan, Edi Suherman, Muhammad Hidayatu Rohman, Agustin Anggraini, and Gesita Zahra Tirtia Pradana. "THE INFLUENCE OF TEACHER PROFESSIONAL EDUCATION (PPG) ON THE PERFORMANCE OF PAI TEACHERS IN IMPROVING LEARNING METHODS AT SDN 1 PATALAN BANTUL." Indonesian Journal of Islamic and Social Science 2, no. 2 (2024): 106–12. https://doi.org/10.71025/z1784904.

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The quality of a country's education is determined by the quality of its educators. Teachers who provide primary, secondary and early childhood education must have competencies and qualifications that are in accordance with national education standards. The Pre-Service Teacher Professional Education Program is an innovative program to prepare prospective certified teachers at SDN 1 Patalan Bantul. Educational requirements for teachers include a minimum of a bachelor's degree and must have educator certification obtained through an accredited program. After being certified by the Teacher Profes

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Liu, Peng, and Qi Xiu. "Teacher Professional Collaboration in China: Practices and Issues." Beijing International Review of Education 1, no. 1 (2019): 162–78. http://dx.doi.org/10.1163/25902547-00101012.

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Fostering higher-order thinking skills of students is important aim for 21st century education. Teachers, as important elements in a positive learning environment, are the key to high quality education. As for the importance of teacher professional collaboration in teacher development, Hargreaves and Fullan (2012) pointed out that teachers’ professional collaboration will benefit not only students but also the whole school community, and even society at large. In Chinese context, the Ministry of Education of the People’s Republic of China (2010) issued a policy in 2010 promoting teacher profes

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Kamal, Manwani, and Gupta Mahima. "Professional Development of Teachers: Learning from Singapore's Teacher Education System." RESEARCH REVIEW International Journal of Multidisciplinary 04, no. 04 (2019): 436–39. https://doi.org/10.5281/zenodo.5790856.

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This paper looks at the Teacher Education practices followed in Singapore which make it one of the best education systems in the world. In this paper, Teacher Education of Singapore is viewed from three various areas, that are, pre-teacher training phase, pre-service teacher training phase and in-service teacher training phase. The aim of this paper is to learn from Singapore’s teacher education system and incorporatethe learningsas needed in a particular education system based on their local needs and demographics.

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Florence, Kisirkoi, and Ndunge Kamanga Angela. "Continuous Teacher Professional Support for Effective Implementation of Basic Education Curriculum Framework." Education Quarterly Reviews 1, no. 2 (2018): 309–17. https://doi.org/10.31014/aior.1993.01.01.32.

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Continuing teacher professional support in curriculum implementation is critical in Kenya following the development of the Basic Education Curriculum Framework (KICD, 2017). The new curriculum is competency-based and emphasizes inquiry learning approaches. The 8- 4-4 curriculum which it is planned to replace had been implemented mostly applying transmission approach and children were reported to be attending primary school and not learning (KNEC, 2010 & UWEZO, 2013). Teacher quality determines the quality of curriculum implementation and one means of ensuring teacher quality is by making c

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