Relevant bibliographies by topics / Teacher professional activities

Contents

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

Academic literature on the topic 'Teacher professional activities'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Teacher professional activities"

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Kitikar, Oksana Vasilyevna, and Tatiana Petrovna Ilyevich. "Information tools to support individual pedagogical activities." Moscow University Pedagogical Education Bulletin, no. 1 (March 30, 2021): 46–56. http://dx.doi.org/10.51314/2073-2635-2021-1-46-56.

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The article is devoted to the peculiarities of modernization of the system of professional pedagogical education in the aspect of using information tools for efective support of teachers’ activities. The considered directions of modernization of the system of lifelong pedagogical education are presented at the normative and conceptual level. Personalized and integrative approaches to the system of lifelong pedagogical education are important approaches to the implementation of the basic tasks of improving teacher training. The essence of a personalized approach to modern teacher training is no
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Rahmat, Adi, Amprasto M.Si., Dr Riandi, Dr Saefudin, and Nono Sutarno. "PROFIL PROGRAM CONTINUOUS PROFESSIONAL DEVELOPMENT (CPD) GURU BIOLOGI DI WILAYAH JAWA BARAT DALAM UPAYA MENINGKATKAN KUALITAS PROFESI (Profile of Continuous Professional Development Program of Biology Teachers in West Java in an Effort to Enhance Their Ow." Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam 16, no. 1 (2011): 155. http://dx.doi.org/10.18269/jpmipa.v16i1.276.

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A study on the profile of the continuous professional development (CPD) program of biology teacher in West Java has been done descriptively since March until November 2010. The study was aimed to obtain several information about professional activities have been being followed by biology teachers in West Java. This information was then used to draw CPD profile conducted by biology teachers in an effort to enhance their competencies and their professional quality. Respondents of the study were biology teachers qualified to follow teacher certification and employing in senior high schools of 11
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Akiba, Motoko. "Professional Learning Activities in Context: A Statewide Survey of Middle School Mathematics Teachers." education policy analysis archives 20 (May 21, 2012): 14. http://dx.doi.org/10.14507/epaa.v20n14.2012.

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Based on a statewide survey of professional learning activities among 577 middle school mathematics teachers in Missouri, this study examined two questions: 1) What professional learning activities do middle school math teachers participate in and how much time do they spend in these activities?, and 2) How are teacher qualifications and contextual characteristics associated with the amount of their professional learning activities? The study examined seven types of formal and informal professional learning activities: 1) professional development programs, 2) teacher collaboration, 3) universi
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Lukianova, Larysa. "Professional Activities of Teacher-Andragogue (Foreign Experience)." Comparative Professional Pedagogy 4, no. 3 (2014): 26–30. http://dx.doi.org/10.2478/rpp-2014-0031.

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Abstract The idea of the conceptualization of adult education has been postulated in the article including its significant differences. The leading distinguishing feature is the personality of pedagogical staff that works with adults. It has been substantiated the dependence of the functions which are performed by pedagogical staff in the adult education system, on the main characteristics of the society. It has been shown the content of the integral-role position of a pedagogue-andragogue which has 3 elements: subject and content, project and technological, organization and diagnostic. The pr
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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.

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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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Shinta, Meilan Nirmala. "STUDY OF PROFESSIONAL DEVELOPMENT AND CAREER ENGLISH TEACHER." Al-Lisan 3, no. 2 (2018): 36–45. http://dx.doi.org/10.30603/al.v3i2.450.

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This study aims: 1). describe the process of teachers in fulfilling their professional qualifications and career development process 2). searching information inhibiting things by the teacher in fulfilling professional and career development. The scope of the research focuses 2 of 4 competencies that must be possessed by a teacher namely: pedagogic competence and professional competence. The method of this research is descriptive qualitative with case study approach. The subject of this study using the principle of purposive sampling that there are 3 English teachers who became the subject in
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Savenkova, Iryna, and Viktoriia Kosenchuk. "Psychological features of professional stress of teachers." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Psychological Sciences, no. 1(20) (2020): 48–53. http://dx.doi.org/10.33310/2078-2128-2020-20-1-48-53.

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The article analyzes the key approaches to the phenomenon of stress in the teacher's professional activity. The views of scientists on its nature, the factors that give rise to its appearance and deployment are presented. The concepts of "work stress", "organizational stress", "professional stress" are distinguished. Professional stress among teachers is viewed through the prism of an individual's individual response to the impact of a difficult situation (psychological approach). The teacher's reaction to the increased demands of the social environment for his activities is investigated (soci
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Agbayahoun, Juvenale Patinvoh. "Teacher Professional Development: EFL Teachers’ Experiences in the Republic of Benin." International Journal of English Linguistics 6, no. 4 (2016): 144. http://dx.doi.org/10.5539/ijel.v6n4p144.

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<p>Using a survey, this study examines EFL teachers’ views on professional development, the models of teacher development they are familiar with, and their experiences in the area. The study also inquires into the teachers’ knowledge and opinions about inquiry-based teaching. The results indicate that though the EFL teachers often have the opportunity to participate in teacher development activities, these activities do not enable them to develop the skill of reflection and action on practice as they are patterned on top-down models of teacher development and happen in a one-shot worksho
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Koss, Roberta K. "From the Editorial Panel: A World of Ideas at Your Fingertips." Mathematics Teacher 89, no. 6 (1996): 454–55. http://dx.doi.org/10.5951/mt.89.6.0454.

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A teacher's workday is filled with so many tasks—planning and presenting lessons, giving help to individual students, contacting parents, acting as advisors for extracurricular activities, serving on committees, assessing students' work—that adding another responsibility seems impossible. However, professional development is a necessary task that affects all aspects of a teacher's work. The Professional Standards for Teaching Mathematics (NCTM 1991) calls for teachers to take an active role in their own professional development and lists “reading and discussing ideas presented in professional
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Dissertations / Theses on the topic "Teacher professional activities"

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Wong, Chun-cheong. "Hong Kong teachers' perceptions of continuing professional development policies and activities." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B3554448X.

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Wong, Chun-cheong, and 黃振昌. "Hong Kong teachers' perceptions of continuing professional developmentpolicies and activities." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B3554448X.

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Smit, Nicolaas Andrias Johannes. "School-Initiated Type-2 Activities in Continuous Professional Teacher Development." Diss., University of Pretoria, 2002. http://hdl.handle.net/2263/78496.

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Professional development is more than marking an attendance register at a workshop. Professional development is a reflective process of continuous self-development that should inform the very essence of any learning context. This dissertation builds on how teachers experience school-initiated type-2 teacher professional development in secondary public schools and how their experiences may contribute to the work in the field of teacher professional development and assessment. Although a number of studies have examined teachers’ comprehension of the Continuous Professional Development framework
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Kenreich, Todd W. "Teacher consultants in the Ohio geographic alliance : their beliefs, classroom practices, and professional development activities /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488202171195451.

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Larson, Angela. "Factors affecting educator participation in professional development activities through the use of a microblog." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10162032.

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<p> Examining teacher participation in collaborative microblogging activities may offer insight into creating alternative options for effective professional development. In this sequential explanatory mixed methods study, educators&rsquo; opinions of their use of a microblogging tool, Twitter, will be examined to determine what factors affect their participation in professional development activities using the microblogging tool, Twitter. The overall guiding question for this study will be, Why do educators participate in voluntary professional development opportunities, specifically in Twitte
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Littenberg-Tobias, Joshua Simon. "Teaching Citizens: Exploring the Relationships Between Teacher Professional Learning, Interactive Civics, and Student Achievement on NAEP Civics." Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104131.

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Thesis advisor: Laura M. O'Dwyer<br>Youth civic participation is at alarmingly low levels. In 2014, nearly 80% of eligible 18-29 year-olds did not vote in the midterm election (CIRCLE, 2014). Other forms of civic engagement are also at starkly low levels: less than one in ten 18-29 year-olds report contacting a public official, boycotting a product, or frequently expressing political opinions on the internet (U.S. Census Bureau, 2014). Historically, schools have been tasked with preparing students with the knowledge and skills to be active democratic citizens. However, few studies have examine
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Beard, Darlisha. "Primary Grade Teachers' Perceptions of Parental Involvement in School Activities." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4592.

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Researchers have concluded that parental involvement is necessary for students' success in school because parent involvement in school activities can positively affect children's learning and school experiences. Parent presence and participation is lacking in an urban school district in western Tennessee. The purpose of this study was to investigate parents' participation in school activities, the current level of parental involvement, and teachers' perceptions related to ways to engage parents more effectively in participating in school-related activities. A conceptual framework of Epstein's
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Giacobbe, Alice Claire Culotta. "Perceptions of Virginia beginning special educators regarding the frequency and helpfulness of mentoring activities." W&M ScholarWorks, 2003. https://scholarworks.wm.edu/etd/1550154073.

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Taylor, Melba L. "A Qualitative Study of Four University Teaching and Learning Centers: Activities, Funding, and Evaluation of Professional Development for Faculty." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etd/2981.

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The purpose of this study was to investigate the activities, funding, accountability, and evaluation of selected teaching and learning centers relative to the professional development of faculty in four-year public institutions of higher education. Using a qualitative research design, in-depth interviews were conducted with directors of four teaching and learning centers. In accordance with the concept of purposeful sampling, the centers chosen for study were located in Virginia, Tennessee, and North Carolina. The following research questions were investigated:
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Miller, Jennifer R. "Effect of Makerspace Professional Development Activities on Elementary and Middle School Educator Perceptions of Integrating Technologies with STEM (Science, Technology, Engineering, Mathematics)." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc955091/.

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This study investigated a Makerspace professional development program, the Makers' Guild, provided to teachers within north Texas over the course of a semester. The research employed a constructionist approach delivered via 2D and 3D technologies during STEM instructional activities within a creative space. Participants reported statistically significant increases in self-reported competence in technology integration, confidence levels toward integrating World Wide Web, Emerging Technologies for Student Learning, Teacher Professional Development, and attitudes toward math, technology, science,
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Books on the topic "Teacher professional activities"

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Shaydenko, Nadezhda, and Svetlana Kipurova. Introduction to teaching activities. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1055432.

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The textbook is devoted to the first stage of professional growth of a teacher in a pedagogical university. The purpose of the teacher's profession in society and the corresponding requirements for the professional's personality are defined. The specifics of the teacher's work in different historical periods are revealed. Special attention is paid to the state policy in the field of education in modern Russia. A retrospective analysis of the development of teacher education in Russia is given, as well as the foreign experience of teacher training is described. Meets the requirements of the fed
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Uruntaeva, Galina, and Ekaterina Gosheva. Psychology of cognition preschooler in professional and pedagogical activity of the teacher. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1074084.

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The monograph is devoted to analysis of professional and pedagogical activity of educator of preschool educational organizations in the aspect of cognition of preschool children. Describes the conceptual presentation of these activities, including structural-functional model of the activities to knowledge and activities for analysis of its process and results in order to assess its effectiveness. In accordance with the business model for knowledge of child the proposed system of professional training of future educators for its development in the learning process at the University, partly expe
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Vdovina, Olga, and Semen Reznik. Teachers of Russian universities: formation and development of professional competencies. INFRA-M Academic Publishing LLC., 2016. http://dx.doi.org/10.12737/17979.

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The monograph is devoted to the activities of a teacher of a higher educational institution, technologies for the formation and development of their professional competencies.&#x0D; The book is addressed to specialists who study the problems of intra-University management, teachers and management personnel of higher educational institutions, and will also be of interest to undergraduates and postgraduates preparing for teaching.
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Burgess, Jan. A smart start for professional development: From sticky notes to dragon boats : 20 slightly off-kilter activities for middle schools. National Middle School Association, 2008.

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Z, Pruitt Eunice, ed. Schools as professional learning communities: Collaborative activities and strategies for professional development. 2nd ed. Corwin Press, 2009.

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Ranieri, Maria, ed. Risorse educative aperte e sperimentazione didattica. Firenze University Press, 2012. http://dx.doi.org/10.36253/978-88-6655-194-2.

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The book proposes an open and collaborative approach to the production of digital teaching contents and to teachers' professional development. Starting from an initial excursus on the undertakings of the Open Educational Resources movement and on the value of collaboration in and among schools, it deals with the topic of teacher training as a back-up to innovation processes, with particular reference to multimedia whiteboards. The theoretical reflection is integrated with the results of the AMELIS biennial project, carried out alongside a network of schools within the Innovascuola (2008-10) fr
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Scotchmer, Marion. Characteristics of public school teachers' professional development activities: 1999-2000. National Center for Education Statistics, U.S. Dept. of Education, Institute of Education Sciences, 2005.

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Goyhman, Oskar. Organization and holding of events. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1071381.

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Every day around the world held a lot of events: exhibitions, conferences, presentations, festivals, etc. which requires professional skills, communication skills and creativity. In the textbook are given classification of activities, the technology for phased development and examples of some of them.&#x0D; Meets the requirements of Federal state educational standards of higher education of the last generation.&#x0D; Designed for students on specialties and directions of the service sector, and also for teachers, professionals, various agencies and all who have to organize events.
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Sergeeva, Valentina. Design of innovative technologies and modeling in the educational process of the University. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1085370.

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Textbook designed to assist teachers of higher and secondary professional educational institutions. Revealed the foundations of innovative development of pedagogical education, the peculiarities of the project-organizational functions of the academic staff of the University, presented the specifics of the model design and technology innovative research activities in the educational process. &#x0D; It will be useful to undergraduates, graduate students, assistants, teachers and lecturers in the implementation of project and research activities with students.
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Ryzhikov, Sergey. Course work in professional educational institutions SPO. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/967870.

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In the educational-methodical manual describes the technology of coursework, practical recommendations for their design and protection.&#x0D; Meets the requirements of Federal state educational standards of secondary professional education of the last generation. &#x0D; Aimed at students and teachers of professional educational organizations. Designed for institutions of secondary professional education, conducting training for UGS 38.02.00 "Economics and management": 38.02.01 specialties "Economics and accounting (on branches)", 38.02.02 "Insurance business (on branches)", 38.02.03 "Operating
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Book chapters on the topic "Teacher professional activities"

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Yamin-Ali, Jennifer. "The Development of the Teacher Educator Through Non-teaching and Non-research Activities in the Context of Their Professional Roles." In Teacher Educator Experiences and Professional Development. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66720-7_2.

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Tiberghien, Andrée, Zeynab Badreddine, and David Cross. "Designing Teacher Education and Professional Development Activities for Science Learning." In Professional Development for Inquiry-Based Science Teaching and Learning. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91406-0_13.

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Bowen, G. Michael, Anthony Bartley, Leo MacDonald, and Ann Sherman. "Experiences with Activities Developing Pre-service Science Teacher Data Literacy." In Enhancing Professional Knowledge of Pre-Service Science Teacher Education by Self-Study Research. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32447-0_13.

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Wittmann, Erich Christian. "The Alpha and Omega of Teacher Education: Organizing Mathematical Activities." In Connecting Mathematics and Mathematics Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61570-3_10.

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AbstractThe aim of this paper is to describe an introductory mathematics course for primary student teachers and to explain the philosophy behind it. The paper is structured as follows: It starts with a general plea for placing the mathematical training of any category of students into their professional context. Then the context of primary education in Germany, with its strong emphasis on the principle of learning by discovery, is sketched.
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Pang, JeongSuk. "Professional Growth Through Activities and Assessment Tools Used in Mathematics Teacher Preparation Programs." In ICME-13 Monographs. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-68342-3_10.

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Timonen, Vilma, Marja-Leena Juntunen, and Heidi Westerlund. "The Politics of Reflexivity in Music Teachers’ Intercultural Dialogue." In The Politics of Diversity in Music Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65617-1_4.

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AbstractIn this chapter, we explore the politics of music teacher reflexivity that emerged in a transnational collaboration between two institutions, the Nepal Music Center (NMC) and the Sibelius Academy, University of the Arts Helsinki when co-developing intercultural music teacher education. We examine in particular the reflexivity in this intercultural dialogue and how the collaboration became a complex field of issues of power related to social positions and epistemologies. Such reflexivity may act as an invitation to discomfort but at the same time as an invitation to deep professional learning. The empirical material was generated in the flow of activities within teachers’ pedagogical studies organized by the Sibelius Academy for the NMC teachers in Nepal. The authors’ experiences and the omnipresent colonial setting were taken as a backdrop of the overall interpretation and discussion. We argue that in an intercultural dialogue, negotiating one’s premises, stance, and the ethical relations with the Other requires reflection on one’s existential groundings. However, professional learning in intercultural dialogue is prone to persistent paradoxes that cannot be swiped away, or even solved. The politics of reflexivity thus keeps the questions open, with no final answers or ultimate solutions.
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Oude Groote Beverborg, Arnoud, Maarten Wijnants, Peter J. C. Sleegers, and Tobias Feldhoff. "Recurrence Quantification Analysis as a Methodological Innovation for School Improvement Research." In Accountability and Educational Improvement. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69345-9_11.

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AbstractSchool improvement and educational change can be facilitated by learning through reflection, as this allows teachers to discover ways to develop and adapt to change. Higher levels of engagement in reflection have been found to be beneficial, but it is unclear from which everyday routine in engagement in reflection higher levels arise, and thus whether occasions to make knowledge explicit should be organized with a certain constancy. In this study, we therefore used a conceptualization of teacher learning through reflection as a situated and dynamic process in which available environmental information, learning activities, and professional practices are interconnected, and co-develop. Seventeen Dutch Vocational Education and Training teachers participated over a period of 5 months. We explored the use of daily and monthly logs as measurement instruments and Recurrence Quantification Analysis (RQA) as the analysis technique applied to the time-series generated from the daily logs. The findings indicated that teachers who make information from their working environment explicit more are also able to make new insights explicit more. The routine with which teachers make information explicit was found to be mostly unrelated to making new insights explicit. To reach their levels of engagement in reflection, some teachers organized opportunities to reflect with determined intervals, others seemed to recognize those opportunities as the working environment provided them, and some used a combination thereof. Moreover, the use of daily and monthly logs seemed to fit better to some participants than others. Only sometimes does organizing constancy in engagement in reflection seem to relate to the levels thereof. This study provides an example of how logs and RQA can be adopted to tap into professional learning as a dynamic and situated process in support of school improvement and educational change.
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Gómez, Pedro. "Mathematics EducatorS’ Activities and Knowledge." In The Professional Education and Development of Teachers of Mathematics. Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-09601-8_11.

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Torbeyns, Joke, Febe Demedts, and Fien Depaepe. "Preschool teachers' mathematical pedagogical content knowledge and self-reported classroom activities." In Early Childhood Teachers' Professional Competence in Mathematics. Routledge, 2021. http://dx.doi.org/10.4324/9781003172529-2.

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Günel, Murat, Melike Özer-Keskin, and Nilay Keskin-Samancı. "A Paradigm Shift for Teachers' Professional Development Structure in Turkey." In Teacher Education. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0164-0.ch055.

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This chapter concerns the importance of in-service training programmes for the professional development of science teachers. A description will be given of the general structure of in-service training activities in Turkey and the results will be presented of an in-service training project, which was conducted as part of a three-year longitudinal study. Within the scope of the project, an in-service training programme for science teachers was conducted based on the argument-based inquiry approach and the theoretical premises upon which it is built. The project aimed to direct science teachers towards student-centred teaching. The training activities focused on the scientific thinking underpinning the teachers' professional knowledge and practices, their perceptions on learning, and their pedagogical practices and epistemological beliefs. The extent to which these activities affected classroom applications and learning processes was investigated and the findings suggest that they had a statistically significant impact on the teachers' pedagogical development and on the students' academic performance and thinking skills.
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Conference papers on the topic "Teacher professional activities"

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Lukashenia, Zoya, Lidia Chepikova, and Hanna Rudneva. "Consulting Support of Technologization of Professional Practice of a Teacher." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.049.

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The article presents the results of experimental work on consulting support of professional practice of a teacher, which introduces local innovations. These innovations are initiated by teachers who need advice on developing a project to implement them in their professional activities. Innovative changes developed by the teacher infringe the order in the implementation of existing professional practice, which leads to the need for its technologization. The presented circumstances actualize consulting support as a form of teacher training directly at the workplace. The purpose of the research s
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Dymova, T. V. "Training Foreign Language Teachers To Provide Safety In Professional Activities." In IFTE 2018 - 4th International Forum on Teacher Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.09.55.

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Aleshina, Erzhena Stalevna. "Scientific and methodological activities of the modern music teacher." In Сollection of articles. Publishing house Sreda, 2019. http://dx.doi.org/10.31483/r-33155.

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This article reveals the role of methodological work and scientific and methodological activities in the professional and personal development of a music teacher and the improvement of his social status. The professional and pedagogical activity of a modern music teacher is viewed as a complex structure, where scientific and methodological activity is given a special place. The author raises the problem of developing the methodological competence of a music teacher, emphasizing the importance of special training in the field of scientific and pedagogical research and the conditions necessary t
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DAUKILAS, Sigitas, and Rita KEIBIENĖ. "FRAMEWORK OF VOCATIONAL SCHOOL AND UNIVERSITY OF APPLIED SCIENCES TEACHER ACTIVITIES: MOTIVATIONAL FACTORS, PROFESSIONAL ROLES AND APPLICATION OF EDUCATIONAL TECHNOLOGIES IN CORRELATION WITH PERSONALITY TRAITS." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.238.

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The relevance of this research is based on the standpoint of the epistemological methodology focusing on the quality of the profession cognition. Therefore, it is presumed that the quality of vocational education is determined by the variable personality traits of teachers (extraversion, openness towards experience and innovation, consciousness, agreeableness, neuroticism). The research object of the current study is the correlation between the personality traits of university of applied sciences teachers and vocational teachers and the curriculum components. The research aims at identifying t
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Апухтина, Елена Владимировна. "EDUCATIONAL STANDARDS AND PROFESSIONAL ACTIVITIES OF A TEACHER OF INFORMATICS." In Социально-экономические и гуманитарные науки: сборник избранных статей по материалам Международной научной конференции (Санкт-Петербург, Декабрь 2020). Crossref, 2021. http://dx.doi.org/10.37539/seh294.2020.71.62.015.

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В статье изложены основные теоретические аспекты понятия профессиональной деятельности учителя информатики. Выявлены особенности исследовательского потенциала педагогических технологий. Учитывая принцип самостоятельности, раскрыта особенность стандартов третьего поколения. The article presents the main theoretical aspects of the concept of the professional activity of a computer science teacher. The features of the research potential of pedagogical technologies are revealed. Taking into account the principle of independence, the peculiarity of the third generation standards is revealed.
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Nechytailo, Tetiana, Halyna Fesun, Tetiana Kanivets, and Alla Simak. "Psychological Features of Manifestation of Coping-Resources of Schoolteachers." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/20.

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The article is devoted to the psychological peculiarities of the manifestation of coping-resources of educators. The teaching profession belongs to the category of professions especially vulnerable to stress, since the teacher has to solve various professional tasks in the absence of time and information, constant open contact with people, which entails considerable emotional energy. The professional activity of a modern teacher requires constant and maximum mobilization of their personal resources. Maintaining or enhancing a person's stress resistance is associated with finding and using reso
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Nekrasova, Galina, and Natalya Novikova. "Preparing Technology Teachers for Professional Activities in the Information Space of Technological Education." In IFTE 2019 - V International Forum on Teacher Education. Pensoft Publishers, 2019. http://dx.doi.org/10.3897/ap.1.e0448.

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Galimov, Ravil R. "Formal-dynamic Personality Traits of Psychological Stability in Educational and Professional Cadets’ Activities." In IFTE 2020 - VI International Forum on Teacher Education. Pensoft Publishers, 2020. http://dx.doi.org/10.3897/ap.2.e0633.

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Burkovicova, Radmila. "PROFESSIONAL ACTIVITIES OF KINDERGARTEN TEACHER AFTER CHANGES IN PRE-SCHOOL EDUCATION." In 4th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS Proceedings. STEF92 Technology, 2017. http://dx.doi.org/10.5593/sgemsocial2017/34/s13.058.

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Jingbo Zhen, Yihui Tang, and Yueliang Zhou. "Implementation of online system for Teacher Professional Development based on collaborative learning activities." In 2010 2nd International Conference on Networking and Digital Society (ICNDS). IEEE, 2010. http://dx.doi.org/10.1109/icnds.2010.5479223.

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Reports on the topic "Teacher professional activities"

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Sergienko, I. V., E. B. Sergienko, R. R. Tangatarov, and M. A. Kryimova. Electronic course of the additional professional advanced training program "Implementation of digital and Internet technologies in the professional activities of a rural teacher". OFERNIO, 2021. http://dx.doi.org/10.12731/ofernio.2021.24873.

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Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Developmentin a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsgrisewp_2020/054.

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Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB prog
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Revina, Shintia, Rezanti Putri Pramana, Rizki Fillaili, and Daniel Suryadarma. Systemic Constraints Facing Teacher Professional Development in a Middle-Income Country: Indonesia’s Experience Over Four Decades. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/054.

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Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed? In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy. We found that some essential features of effective TPD are missing in PKB. The PKB prog
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Popova, Marina, Victoria Chistova, and Alexandra Sherbakova. FACTORS AFFECTING HEALTH AND PROFESSIONAL ACTIVITIES OF TEACHERS IN SPHERE OF HIGHER EDUCATION. Science and Innovation Center Publishing House, 2019. http://dx.doi.org/10.12731/2658-6649-2019-11-3-2-58-64.

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The article is devoted to the health problem of teachers in the sphere of higher education. Professional factors which adversely affect the health of the teachers are discussed. It is concluded that it is necessary, from the position of an integrated approach, to study the health state of teachers in higher educational institutions and to develop measures to optimize it under current conditions.
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Frantseva, Anastasiya. The video lectures course "Elements of Mathematical Logic" for students enrolled in the Pedagogical education direction, profile Primary education. Frantseva Anastasiya Sergeevna, 2021. http://dx.doi.org/10.12731/frantseva.0411.14042021.

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The video lectures course is intended for full-time and part-time students enrolled in "Pedagogical education" direction, profile "Primary education" or "Primary education - Additional education". The course consists of four lectures on the section "Elements of Mathematical Logic" of the discipline "Theoretical Foundations of the Elementary Course in Mathematics" on the profile "Primary Education". The main lecture materials source is a textbook on mathematics for students of higher pedagogical educational institutions Stoilova L.P. (M.: Academy, 2014.464 p.). The content of the considered mat
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