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Journal articles on the topic 'Teacher professional activities'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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1

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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Hayu, Wiworo Retnadi Rias, Anna Permanasari, Omay Sumarna, and Sumar Hendayana. "ACTIVITIES OF MGMP IPA ACTIVITIES TO INCREASE THE TEACHER COMPETENCE IN BOGOR DISTRICT." Indonesian Journal of Social Research (IJSR) 1, no. 1 (2019): 17–22. http://dx.doi.org/10.30997/ijsr.v1i1.6.

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MGMP is a community of teachers to always learn (long life learning). Rapid development of the times requires the teacher to participate in the pursuit of knowledge. Lifelong learning is the teacher's obligation to generate knowledge. This is necessary because the teacher is a facilitator of students to gain knowledge. In line with that, teachers are expected to master every change process so students can also face global challenges. These results indicate that the majority of teachers who come to MGMP IPA Bogor District civil servants Teachers. MGMP activities are a place that facilitates tea

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Brodie, Karin, and Tinoda Chimhande. "Teacher Talk in Professional Learning Communities." International Journal of Education in Mathematics, Science and Technology 8, no. 2 (2020): 118. http://dx.doi.org/10.46328/ijemst.v8i2.782.

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Professional learning communities can be important sites for teacher learning depending on the quality of the conversations in these communities. This paper shows how different activities in teacher communities support different kinds of conversation at different levels of depth, through examining the conversations of four professional learning communities of mathematics teachers over two years. Our analysis suggests three key findings. First, there were strong relationships between different activities and the content of the conversations in the communities. Second, the depth of the conversat

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Markova, Svetlana Mikhailovna, and Vera Gennadevna Gorlova. "TRAINING OF TEACHER PROFESSIONAL LEARNING PROJECT ACTIVITIES." Sovremennye issledovaniya sotsialnykh problem, no. 4 (August 7, 2015): 21. http://dx.doi.org/10.12731/2218-7405-2015-4-3.

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Bychkov, Anatoliy. "Teacher of the Future: Monitoring of Scientific Potential College Teachers." Standards and Monitoring in Education 8, no. 5 (2020): 20–25. http://dx.doi.org/10.12737/1998-1740-2020-20-25.

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In modern socio-economic conditions, advanced training of personnel, in particular mid-level specialists, as the leading subjects in the structure of effective production, becomes relevant. High-quality teaching activities in professional educational organizations (colleges) can be carried out by teachers who have developed scientific literacy, which largely determines the scientific potential of the teacher. The scientific potential of teachers can be improved by harmonizing the structure of the teacher's personality and the structure of his professional educational activities.

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Voloshina, Olga. "FOREIGN LANGUAGE COMPETENCE OF TEACHERS." PEDAGOGY AND EDUCATION MANAGEMENT REVIEW, no. 1 (October 21, 2020): 71–78. http://dx.doi.org/10.36690/2733-2039-2020-1-71.

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This article considers the problem of connection between the foreign language communicative and professional competence of a teacher. The purpose of the article is to clarification of the level of the teacher's foreign language communicative competence is; determination of the main criteria and indicators that affect the level of the teacher's foreign language communicative competence. The research methodology includes the use of the following methods: mathematical and statistical methods of data, analysis. It has been established that professional competence is understood as the unity of his

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Fadilla, Raisa. "EXPLORING PRE-SERVICE TEACHERS’ PERCEPTION TOWARDS TEACHER PROFESSIONAL DEVELOPMENT." Journal of English Teaching, Applied Linguistics and Literatures (JETALL) 3, no. 2 (2020): 49. http://dx.doi.org/10.20527/jetall.v3i2.8753.

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Considering the role of teachers which is uneasy, it is necessary to develop an effective means of supporting and retaining teachers to provide good quality learning environment for students and a supportive work environment for teachers. Based on the urgency of professional development for teachers, pre-service teachers’ perception towards teacher professional development (TPD) becomes prominent to explore. The survey reflects the pre-service teachers’ perception with regard to professional development. The perception covers the most needed topics in TPD and the most needed learning activitie

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Latip, Asep Ediana. "EVALUATING THE PROFESSIONAL DUTIES OF CLASSROOM TEACHERS IN PRIMARY SCHOOLS." JMIE (Journal of Madrasah Ibtidaiyah Education) 3, no. 2 (2019): 179. http://dx.doi.org/10.32934/jmie.v3i2.133.

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The classroom teacher's professional duties are to educate, guide, teach, train, direct, judge and preserve. The problem is that many teachers are not professional in performing their duties has become a professional certificate, therefore the purpose of this study is the task of professional executive class teachers at the primary education education in Jakarta, Bogor, Depok, Tangerang dan Bekasi. The research method used is qualitative quantitative survey method because it is evaluative research. Data completion technique as evaluation research on professional task of classroom teacher at pr

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Amalia, Faizatul, Tri Astoto Kurniawan, Bayu Rahayudi, and Adam Hendra Brata. "Peningkatan Kapasitas Teknik Penulisan Jurnal Ilmiah pada Guru Sekolah." Jurnal Pengabdian kepada Masyarakat (Indonesian Journal of Community Engagement) 5, no. 3 (2019): 318. http://dx.doi.org/10.22146/jpkm.42482.

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Teachers as professional educators should have some competencies, such as pedagogical competence, personal competence, social competence, and professional competence. The focus of this workshop is on the professional competence which its definition is the teacher's ability in mastering broad and in-depth subject matter that allows guiding students to meet the competency standards set in the National Education Standards. There are many activities that can support or enhance the professional competence of teachers, such as writing. By writing, teachers have the opportunity to develop themselves

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Arfandi, Arfandi, and Mohamad Aso Samsudin. "PERAN GURU PROFESIONAL SEBAGAI FASILITATOR DAN KOMUNIKATOR DALAM KEGIATAN BELAJAR MENGAJAR." Edupedia : Jurnal Studi Pendidikan dan Pedagogi Islam 5, no. 2 (2021): 37–45. http://dx.doi.org/10.35316/edupedia.v5i2.1200.

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the role of professional teachers in carrying out activities as educators obligate to have a capability in the learning plan, performing the learning activities, and evaluate learning outcomes. Professional teachers have to own competence, both personal competence, pedagogical competence, and social competence. There are several important roles for a professional teacher that are as a leader, guide, supervisor, counselor, expeditor, motivator, facilitator, and communicator. The role of the teacher as a facilitator to provide great service with the aim of providing convenience to students in te

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Tune Sumar, Warni, and Sartje Tune Sumar. "Implementasi Program Pengembangan Keprofesian Berkelanjutan Guru melalui Peningkatan Kompetensi Pembelajaran Berbasis Zonasi." PEDAGOGIKA 10, no. 2 (2020): 84–94. http://dx.doi.org/10.37411/pedagogika.v10i2.60.

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Continuing professional development for teachers is a government policy in the context of improving the quality of education, through improving the quality of teachers. One of the activities in continuing professional development is teacher training. Teacher professional development activities can be carried out in three forms, namely personal development (including functional training and teacher collective activities), scientific publications, and development. To provide opportunities for teachers to participate and prepare themselves to experience change. Learning Competency Improvement Pro

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Gumus, Sedat. "The Effects Of Teacher- And School-Level Factors On Teachers Participation In Professional Development Activities: The Role Of Principal Leadership." Journal of International Education Research (JIER) 9, no. 4 (2013): 371–80. http://dx.doi.org/10.19030/jier.v9i4.8089.

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It is well reported in the literature that professional development activities have great potential to increase teachers competencies in different areas, resulting in greater learning opportunities for students. In Turkey, however, teachers participation in professional development activities is significantly lower compared to almost all developed countries. In this context, this study aims to explore the different teacher- and school-level factors associated with teachers participation in professional development activities in Turkey by using a nationally representative data set from the Teac

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Komarova, Tatiana. "Teacher's professional standard: comparative analysis of professional activity evaluation in foreign countries." KANT 37, no. 4 (2020): 409–18. http://dx.doi.org/10.24923/2222-243x.2020-37.84.

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Teacher's professional standard in the Russian Federation sets new requirements for a teacher, both in terms of content and results of educational activities. In this regard, the topical issue of modern research becomes the international experience study in standardizing the evaluation of teacher's professional activity and analysis when transferring and implementing into Russian practice. The article presents a comparative analysis of the legal bases, conditions and evaluation tools of teacher's professional activity in the research countries - England, Australia, Singapore and Hong Kong. As

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Sysoeva, E. Yu. "Training of postgraduate students – future teachers to pedagogical activities." Vestnik of Samara University. History, pedagogics, philology 26, no. 4 (2020): 49–56. http://dx.doi.org/10.18287/2542-0445-2020-26-4-49-56.

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The article analyzes the focus of modern pedagogical education on the development of a professional teacher capable of updating personal and creative potential. The author uses the following methods: analysis and synthesis of thematic scientific information, results of research by specialists in the area under consideration; synthesis and systematization of facts and provisions; pedagogical observation. Also, it substantiates the main conditions for the professional formation of a graduate student-future teacher: the development of professional self-consciousness, the formation of frustration

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Kuzairi, Kuzairi. "Teacher Certification: A Way to Lead Teacher for Professional Development and Lifelong Learning." Lentera: Jurnal Pendidikan 14, no. 2 (2019): 64–73. http://dx.doi.org/10.33654/jpl.v14i2.848.

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Indonesian Government launched teacher certification program in order to increase the quality of teachers. This policy is expected to foster teacher’s competences and prosperity. In terms of competency, this program enhances teachers to develop their professionalism especially in teaching and other academic activities. Test and training are provided to take this program. Several requirements such as the minimum qualification, teacher’s portfolio are also given as the elements or components of the teacher certification program administration. Dealing with the prosperity, teachers who passed thi

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Shinta Sari, Septhina, Joko Nurkamto, and Dewi Rochsantiningsih. "Teacher Professional Development: The Story of English Teacher's Beliefs and Practices." ELS Journal on Interdisciplinary Studies in Humanities 3, no. 1 (2020): 150–57. http://dx.doi.org/10.34050/els-jish.v3i1.9313.

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Teacher professional development is often seen as the key to powerful education improvement. Therefore, teachers are expected to experience continuous professional development to keep abreast with the endless change taking place in the education routines. This study revealed the teacher’s beliefs and practices regarding with teacher professional development activities. Using qualitative study, mainly through written guided reflection and interview, this investigation resulted in two important findings. The first dealt with the teacher’s strong and positive beliefs toward teacher professional d

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Mulyono, Mulyono. "Manajemen Pengembangan Keprofesian Berkelanjutan (PKB) bagi Guru dan Kepala Sekolah." J-MPI (Jurnal Manajemen Pendidikan Islam) 5, no. 2 (2020): 175–90. http://dx.doi.org/10.18860/jmpi.v5i2.9635.

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The purpose of this study is to examine the management of sustainable professional development (SPD) for teachers and principals. By using library research methods and content analysis techniques, the results of this study can be concluded as follows: First, sustainable professional development management is a competency development program for teachers and principals which is implemented according to the needs, gradually, continuously to improve teacher professionalism. Secondly, teachers and principals are obliged to carry out SPD activities in stages at each level of their ranks with the ai

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Aisyah, Aisyah, and Bayu Hendro Wicaksono. "Pre-Service Teachers' Belief on Professional Development: A study on ESP Teacher." A Journal of Culture English Language Teaching Literature & Linguistics 5, no. 2 (2018): 8. http://dx.doi.org/10.22219/celticumm.vol5.no2.8-17.

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Guskey (2002) asserted that professional development is seen as a beneficial practice to disclosed the change required in teachers profession. Indeed, teacher's belief is becoming one of the driving forces which led to the practice in regards. In fact, Some of the ESP instructors seem to find it difficult to deal with the practice of professional development. This is the situation happened in Language Center, the center of ESP program, at my institution. Although some research have been investigating the case of teacher belief within professional development, but little research conducted in E

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Aisyah, Aisyah, and Bayu Hendro Wicaksono. "Pre-Service Teachers' Belief on Professional Development: A study on ESP Teacher." Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics 5, no. 2 (2018): 8–17. http://dx.doi.org/10.22219/celtic.v5i2.7614.

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Guskey (2002) asserted that professional development is seen as a beneficial practice to disclosed the change required in teachers profession. Indeed, teacher's belief is becoming one of the driving forces which led to the practice in regards. In fact, Some of the ESP instructors seem to find it difficult to deal with the practice of professional development. This is the situation happened in Language Center, the center of ESP program, at my institution. Although some research have been investigating the case of teacher belief within professional development, but little research conducted in E

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Tyagi, Chanchal, and Pradeep Kumar Misra. "Continuing Professional Development of Teacher Educators: Challenges and Initiatives." Shanlax International Journal of Education 9, no. 2 (2021): 117–26. http://dx.doi.org/10.34293/education.v9i2.3634.

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Continuing Professional Development (CPD) is a prerequisite for teacher educators. The importance of CPD for teacher educators lies in the fact that it helps them to improve their professional and instructional practices. Teacher educators usually begin their CPD after joining the profession and continue it as a lifelong learning process. There are two popular routes of CPD for teacher educators: programs planned and mandated by external agencies and their self-initiatives. Researchers conducted in different parts of the world reveal that, like external initiatives, selfinitiative also play an

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Zabrodin, Yu M., and P. A. Sergomanov. "Key Outcomes of Approbation and Implementation of Professional Standard for Teachers." Психологическая наука и образование 21, no. 2 (2016): 44–58. http://dx.doi.org/10.17759/pse.2016210206.

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We describe the concept of the professional standard for teachers – educators, methodological approaches to the description of the teacher professional activities, teacher on a background of a brief history of the formation and development of the development and application of professional standards in our country and abroad. We describe the structure, functions and content of the teacher professional standard. We discuss the problems of testing and use of the professional teacher standards, prospects and main directions of its application in the upgrading of teacher education.

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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.

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<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

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Johannesen, Monica, and Leikny Øgrim. "The role of multidisciplinarity in developing teachers’ professional digital competence." Nordic Journal of Comparative and International Education (NJCIE) 4, no. 3-4 (2020): 72–89. http://dx.doi.org/10.7577/njcie.3735.

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In this article, we describe how multidisciplinary activities in a teacher education programme fostered the development of student teachers’ professional digital competence. Based on naturally occurring and interview data, the authors present three distinct periods of Norwegian teachers’ education with a focus on developing professional digital competence required by national and local regulations; we then present the OsloMet teacher education programme multidisciplinary activities that take place during these three periods. We discuss how various implementation approaches support student teac

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Cheng, Eric C. K. "Managing school-based professional development activities." International Journal of Educational Management 31, no. 4 (2017): 445–54. http://dx.doi.org/10.1108/ijem-02-2016-0042.

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Purpose The purpose of this paper is to present a model to assist school leaders in managing the professional development activities of teachers. The model illustrates the important role of principals in promoting continuing professional development (CPD), chiefly by cultivating a collaborative learning culture and formulating policy. Design/methodology/approach This study tested a framework based on the input of 103 CPD coordinators in Hong Kong, who participated in a quasi-experimental design questionnaire survey. Factor analysis and reliability tests were applied to verify the constructed v

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Aksarina, Irina Yu, and Ivan V. Aksarin. "SOME ASPECTS OF PERSONALITY OF SPORTS TEACHER." Yugra State University Bulletin 13, no. 1-1 (2017): 102–4. http://dx.doi.org/10.17816/byusu2017131-1102-104.

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This article discusses a number of personal characteristics of a sports teacher. The development of higher education system in the sports market environment imposes new demands on the sports teacher's personality, his professional skills, moral potential psychological and physical readiness to perform professional activities. In this regard, the study of characteristics of the individual pedagogical activities of sports teacher is especially important and it will be the basis of their professional development.

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Novia Dewi, Yosa, M. Zaim, and Yenni Rozimela. "WORKSHOP PENINGKATAN PENGEMBANGAN KOMPETENSI PROFESIONAL GURU BAHASA INGGRIS MELALUI IMPLEMENTASI MEDIA PEMBELAJARAN BERBASIS TEKNOLOGI DI SMKN 4 PADANG." Seminar Nasional ADPI Mengabdi Untuk Negeri 1, no. 1 (2020): 244–49. http://dx.doi.org/10.47841/adpi.v1i1.62.

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Teacher quality is one of the determinants that affect student achievement. This fact raises questionssuch as what the quality of teachers is and how is the professional development of teachers inteaching. To answer this question, University Community Engagement (PkM) was held. PkM is one ofhigher education activities (Tridharma) that must be carried out by lecturers. This workshop is part ofUniversity Community Engagement activities was held at SMKN 4 Padang in 2019. Then, this PkM isused as research to see to what extent PkM activities have an impact on program beneficiaries. Thisstudy tries

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Huy, Nguyen Hoang Doan, Nguyen Ngoc Quynh Anh, and Bui Thanh Dieu. "Action Research in Vietnamese Schools as a Tool for Teacher Professional Development." International Research in Education 6, no. 2 (2018): 15. http://dx.doi.org/10.5296/ire.v6i2.13037.

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Educational research skill which is considered as a component of professional development competence of Vietnamese teachers, is an indicator of the Vietnamese teacher professional competences standards approved by the Ministry of Education and Training. Many activities have been organizing to enhance the teacher research skills in Vietnamese schools. The article deals with the possibilities of the incorporation of action research – a form of educational research – into teacher professional development; shows a relative status of Vietnamese teachers’ competence on action research; and thus, pro

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Kurbanov, Shavkat Ergashevich, and Nozima Ravshanovna Pulatova. "Improving The Professional Competence Of The Teacher In The Course Of Project Activities Of Students." American Journal of Social Science and Education Innovations 03, no. 01 (2021): 40–43. http://dx.doi.org/10.37547/tajssei/volume03issue01-08.

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The article is devoted to theoretical aspects of formation of professional competence ofteachers through joint design activities with students. The Genesis of the development of theconcept of “professional competence” based on the analysis of various sources is discussed.The term “professional competence” is considered and its main components are made. Thearticle high lights project activities in the modern paradigm of education.

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Ильина, Нина, Natal'ya Loginova, Наталья Логинова, and Natal'ya Loginova. "Criteria and Indicators of the Development of Psychological and Pedagogical Competence of Young Specialists in the Education System." Standards and Monitoring in Education 6, no. 6 (2018): 20–24. http://dx.doi.org/10.12737/article_5c0658fc72d910.65935977.

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The article analyzes the approaches to the defi nition of the concept of “the formation of psychological and pedagogical competence of young professionals”, the structure of psychological and pedagogical competence of young teachers is presented, and the criteria for the development of psychological and pedagogical competence of young specialists in the regional education system are developed on its basis: the emotional value criterion revealing the features motivational-value sphere of the young teacher and manifested in an emotional attitude to diff erent sides of the professional activities

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Bredeson, Paul V. "Union Contracts and Teacher Professional Development." education policy analysis archives 9 (July 26, 2001): 26. http://dx.doi.org/10.14507/epaa.v9n26.2001.

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In this article, I report the results of an investigation that examined the impact of teacher union contracts on the development of professional learning communities in schools. There are three primary sources of data used in the study: 1) 100 written teacher union contract documents; 2) structured interview data from 21 educators (school superintendents, principals, directors of staff development, and teacher union representatives; and 3) focus group interview data from educational leaders in schools. The analysis and discussion focus on five areas related to teacher professional development

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STRYZHAK, Y. "FORMATION OF PROFESSIONAL COMPETENCE OF FUTURE FOREIGN LANGUAGE TEACHERS IN THE PROCESS OF PROFESSIONAL TRAINING." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 26 (April 7, 2021): 198–202. http://dx.doi.org/10.33989/2075-146x.2020.26.227649.

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The study is comprehensively characterized professional competence as a basis for professional training of future foreign language teachers; new approaches to the system of professional teacher training are outlined; the model of professional competence of future foreign language teachers is presented. The future teacher is the implementer of the state policy on the development and formation of the younger generation. The professionalism and quality of professional activity of the future generation largely depends on teacher training.  The analysis of scientific literature and rese

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Srinivasacharlu, A. "Continuing Professional Development (CPD) of Teacher Educators in 21st Century." Shanlax International Journal of Education 7, no. 4 (2019): 29–33. http://dx.doi.org/10.34293/education.v7i4.624.

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Education is a pre-requisite for the development of a country. The teacher is the backbone of the education system and is the architect of society. The progress of an organization depends upon the quality of its teachers. Today’s child is tomorrow’s citizen of the country. Teacher educators of the B.Ed. Colleges are the makers of the future teachers who are bound to have a vital influence on the children learning, shaping their attitude, and developing desirable behavior. To prepare efficient teachers in the 21st century, teacher educators need to be constantly topnotch in their profession. It

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Boylan, Mark. "Enabling adaptive system leadership." Educational Management Administration & Leadership 46, no. 1 (2016): 86–106. http://dx.doi.org/10.1177/1741143216628531.

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Internationally, there is increasing emphasis on teacher leadership of professional development. This provides opportunities for teachers to initiate and facilitate professional learning activities beyond their own schools. There is a need for theoretical tools to analyse their leadership activity and how to support it. Constructs from complexity leadership theory and the concept of teacher system leadership are used to develop a framework to analyse the purposes and practices of teacher professional development leaders supported by a national programme for mathematics teacher professional dev

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Yumru, Hulya. "EFL Teachers’ Preferences for Teacher Learning Activities in a Professional Development Course." Procedia - Social and Behavioral Sciences 199 (August 2015): 178–83. http://dx.doi.org/10.1016/j.sbspro.2015.07.503.

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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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Borg, Simon. "Language teacher research engagement." Language Teaching 43, no. 4 (2010): 391–429. http://dx.doi.org/10.1017/s0261444810000170.

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The aim of this review is to provide a critical analysis of language teacher research engagement. The term ‘research engagement’ here covers both engagement in teacher research (i.e. by doing it) as well as engagement with research (i.e. by reading and using it). Research engagement is commonly recommended to language teachers as a potentially productive form of professional development and a source of improved professional practice; empirical accounts of teachers’ practices and experiences in doing teacher research and reading research, and of the benefits that accrue to them from such activi

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Cieśleńska, Beata. "The Professional Experience Changes of Teachers in Poland." Physical education, sport and health culture in modern society 4(52) (2020): 3–11. http://dx.doi.org/10.29038/2220-7481-2020-04-03-11.

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Introduction. Improvement of teachers is entered in the educational system of each country. It largely depends on the political and socio-cultural expectations of the state. Improvement is aimed at raising the qualifications and competences of teachers, whose knowledge and skills directly translate into the educational success of the pupils. The need to raise awareness of the value of work was a key guarantee for teachers in Poland to keep up with the changing educational and social realities. The Research Aim is to analyse the teacher`s system development in Poland during the post-war period

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Ivanytskyi, Oleksandr. "ENABLING FUTURE TEACHERS OF PHYSICS TO APPLY INVARIANTS OF EDUCATIONAL AND COGNITIVE ACTIVITIES." Scientific journal of Khortytsia National Academy No. 1 (2019), no. 1 (2019): 95–103. http://dx.doi.org/10.51706/2707-3076-2019-1-11.

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The article examines the concept of invariant which is presented as an indicative framework for teachers and students and describes a sequence of actions which reflect teacher's understanding of future activities. The author identifies a generalized invariant of students’ educational activity methods which corresponds to each element of knowledge: a) activity on knowledge creation; b) recognition of situations that correspond to knowledge; c) reproduction of situations that correspond to knowledge. The article also considers the hierarchy of invariant specialization levels in terms of teacher

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Kadel, Purna Bahadur. "Challenges of Teacher Autonomy for Professional Competence." Interdisciplinary Research in Education 5, no. 1-2 (2021): 39–46. http://dx.doi.org/10.3126/ire.v5i1-2.34733.

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Teacher autonomy is essential for their professional competence. Unless they are accountable at their profession, there will not be any positive output in the domain of teaching and learning. The main objectives of this study were to explore the teachers' perceptions on the impact of teacher autonomy in enhancing their professional competences, to identify how far the level of teacher autonomy affects the professional competences of the teachers, and to investigate the existing practices of teacher autonomy at Tribhuvan University. The phenomenological research design was adopted to accomplish

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Putri, Ratu Ilma Indra, Maarten Dolk, and Zulkardi Zulkardi. "PROFESSIONAL DEVELOPMENT OF PMRI TEACHERS FOR INTRODUCING SOCIAL NORMS." Journal on Mathematics Education 6, no. 1 (2015): 11–19. http://dx.doi.org/10.22342/jme.6.1.1900.11-19.

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This paper reports implementation results of designing a workshop for mathematics teacher in introducing classroom social norms. The participants are eight mathematics teachers in primary and junior secondary level. Teachers learned and did some activities about social norms during the workshop. First, they watched an example of learning videos about social norms. Then they discussed and shared in the group about their experiences in using social norms in the classroom. Finally, they made a commitment to try their knowledge about social norms in their classroom. This research used the design r

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Bubnys, Remigijus, and Natalija Kauneckienė. "PERSONAL PROFESSIONAL DEVELOPMENT AS A PREMISE FOR TEACHER’S LEADERSHIP." SOCIAL WELFARE: INTERDISCIPLINARY APPROACH 2, no. 7 (2018): 71. http://dx.doi.org/10.21277/sw.v2i7.310.

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<p>Strategic documents on education emphasize learning leadership, discuss teachers’ activities related to continuous personal improvement in professional activities: by involvement in improvement of school activities, conducting research, participating in specialized group activities, projects, collaboration with colleagues, etc. Innovative trends of teachers’ professional development are the basis for the development of efficient leadership: a challenge promoting to introduce changes in teachers’ improvement by creating new conditions and possibilities for both teachers and school lead

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