Relevant bibliographies by topics / Teacher Professionalization

Contents

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

Academic literature on the topic 'Teacher Professionalization'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 July 2025

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Journal articles on the topic "Teacher Professionalization"

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Zhang, Ying, and Kwok Kuen Tsang. "Teacher Title System and Teacher Empowerment in China." Teachers' Work 16, no. 1 & 2 (2019): 3–6. http://dx.doi.org/10.24135/teacherswork.v16i1and2.280.

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The teacher title system is a strategy used by China government to cultivate teacher professionalization. Although teacher empowerment is an essential component of teacher professionalization, few studies have investigated the impact of the teacher title system on teacher empowerment in order to evaluate the effectiveness of the teacher title system. Thus, the study examined the relationship between the teacher title system and teacher empowerment by surveying 262 primary and secondary schoolteachers in a city in Liaoning Province. The findings suggest that the teacher title system might insuf
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Carl, Nicole Mittenfelner, Amanda Jones-Layman, and Rand Quinn. "Taking Back Teaching: The Professionalization Work of Teacher Activist Organizations." Journal of Teacher Education 73, no. 3 (2022): 314–27. http://dx.doi.org/10.1177/00224871211070778.

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We contribute to the teacher activism literature an understanding of how activist organizations support professionalization processes. We examine how teachers’ involvement in a local activist organization counteracts the de-professionalizing reforms of the standards and accountability movement and fosters the professionalization of teaching. Our findings suggest that the structures of the activist organization provide opportunities for teachers to create and maintain collective knowledge for curricula and practice, sustain their professional commitments to social justice, and build confidence
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Canzittu, Damien, and Sandrine Lothaire. "Enhancing guidance through professionalization." Global Journal of Guidance and Counseling in Schools: Current Perspectives 14, no. 1 (2024): 1–11. http://dx.doi.org/10.18844/gjgc.v14i1.9224.

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The paper explores the changing landscape of education and teacher professionalization in Western nations, focusing on French-speaking Belgium. This shift towards a post-bureaucratic paradigm emphasizes local autonomy and managerial ethics, reshaping educators' roles from traditional "masters" or "technicians" to "reflective practitioners" and "learning specialists." This transformation empowers teachers in innovation and prompts reflection on teaching methods, necessitating their involvement in school management, and fostering collaboration among peers and institutions. The study analyses tea
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Büscher, Carina, and Mette Susanne Andresen. "Specifying and identifying signs of ‘resonance’ in teachers’ professionalization processes as a condition for teacher change." International Electronic Journal of Mathematics Education 18, no. 3 (2023): em0743. http://dx.doi.org/10.29333/iejme/13307.

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Many studies on professionalization research deal with the question of how teachers actually learn or how teacher change occurs. In this context, Clarke and Hollingsworth (2002) describe a model for capturing teacher change in different domains (external, personal, domain of practice and domain of consequence) and how changes in one domain can affect other domains over time. The present article suggests the notion of resonance for analyzing teachers’ professionalization processes in order to better understand the reasons for teacher change on a micro level in their complexity. The idea was to
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Sysoieva, Svitlana. "TEACHER’S PROFESSIONALIZATION UNDER MARTIAL LAW IN UKRAINE." Continuing Professional Education: Theory and Practice 79, no. 2 (2024): 7–17. http://dx.doi.org/10.28925/2412-0774.2024.2.1.

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The article examines the professionalization of teachers in the context of unforeseen situations, in particular the war of the Russian Federation against Ukraine. It is concluded that martial law in Ukraine has affected the priorities of teacher professionalization, as the priorities in the mission and professional activity of the teacher have changed. In the article, the professionalization of a teacher is considered as a process aimed at developing such qualities as adaptability, stress resistance, flexibility, creativity, critical thinking, and provides for such teacher training that provid
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Keller-Schneider, Manuela. "Teaching is More than Applying Knowledge: Developmental Tasks of Pre-Primary and Primary Teachers and Effects on Teacher Education." Pedagogika: Journal of Educational Sciences 70, no. 4 (2020): 569–91. https://doi.org/10.5281/zenodo.4432253.

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Teaching is a challenging job, due to the changing requirements of changing times. Routine as a teacher is not possible. Student teachers need to be prepared to deal with challenging situations. The perception of requirements as challenges and problem solving capacities are needed to master the job as a teacher. This article explains why problem-solving capacities are essential for teacher professionalization, what requirements challenge beginning teachers most, and how teacher education can foster student teachers to be prepared to deal with challenges of the first stage of their career. Base
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Tabakin, Geoffrey, and Kathleen Densmore. "Teacher Professionalization and Gender Analysis." Teachers College Record: The Voice of Scholarship in Education 88, no. 2 (1986): 257–79. http://dx.doi.org/10.1177/016146818608800206.

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Hofman, Roelande H., and Bernadette J. Dijkstra. "Effective teacher professionalization in networks?" Teaching and Teacher Education 26, no. 4 (2010): 1031–40. http://dx.doi.org/10.1016/j.tate.2009.10.046.

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Gerich, Mara, Simone Bruder, Silke Hertel, Monika Trittel, and Bernhard Schmitz. "What Skills and Abilities Are Essential for Counseling on Learning Difficulties and Learning Strategies?" Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 47, no. 2 (2015): 62–71. http://dx.doi.org/10.1026/0049-8637/a000127.

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Counseling parents in supporting their children’s learning processes is increasingly emphasized in research on parental involvement and teacher professionalization as a central task of teachers. However, to date there have been few approaches of developing theoretical or psychometric models that describe the internal structure of teachers’ counseling competence in terms of specific skills and abilities as well as of explaining inter-individual differences. The purpose of the current study was to establish a model of teachers’ counseling competence in parent–teacher talks concerning students’ l
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Buimestru, Lilia. "Professionalization of teachers – conceptual beliefs." Univers Pedagogic, no. 2(74) (August 2022): 32–38. http://dx.doi.org/10.52387/1811-5470.2022.2.05.

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The text is focused on the topic of major interest to society and for the pedagogical community – professional/ performance of teachers. Are presented different concepts relevant to the reasearched subject, the initial/ continuing professional training of teachers as a contribution to their professional training and development. It follows that the complexity of the teacher, s work increases in line with the demands and expectations of modern society and through his work he becomes an active participant in the society he dynamically changes.
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Dissertations / Theses on the topic "Teacher Professionalization"

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Tsehaye, Adiam. "Teacher Professionalism and New Public Management: a Study of Teachers Sense of Professionalism in Swedish Ethnic Segregated Schools." Thesis, Uppsala universitet, Företagsekonomiska institutionen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-231043.

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The aim of this thesis is to examine the impact of new public management (NPM) reforms on teacher professionalism in Swedish ethnic segregated schools. As a result of the various NPM reforms implemented in the education sector, the work of teachers has changed considerably in the last twenty years. The introduction of the new form of control has intensified the work load of professional teachers and led to standardization of teaching. Some scholars argue that NPM has led to professional losing control of their work resulting in de-professionalization of teachers while others argue that profess
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Bolton, Cheryl. "Investigating the professionalization of the English further education (F.E.) teacher workforce : a Bourdieusian analysis." Thesis, Staffordshire University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.599893.

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Antoniadou, Victoria. "Expanding the socio-material spaces of teacher education programmes: A qualitative trace of teacher professionalization through blended pedagogy in Catalonia." Doctoral thesis, Universitat Autònoma de Barcelona, 2013. http://hdl.handle.net/10803/129416.

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Actualmente uno de los problemas centrales en la investigación en la didáctica para enseñanza y aprendizaje es encontrar maneras para concretar cómo deben ser los ejes de la formación del profesorado para poder actuar conforme a las exigencias de la red inteligente y el mundo interconectado. Esta tesis doctoral examina los affordances para la interacción que conduce a la formación del profesorado, alineándose a los requisitos formales de una enseñanza-aprendizaje de calidad y ofrecida por el uso integrado de la telecolaboración. Los objetivos principales de la investigación son explorar de man
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Dimmitt, M. Albert Palm Richard L. "Organizational culture, faculty culture, and faculty professionalization in an urban community college system." Diss., UMK access, 2004.

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Thesis (Ph. D.)--School of Education. University of Missouri--Kansas City, 2004.<br>"A dissertation in education." Advisor: Richard L. Palm. Typescript. Vita. Title from "catalog record" of the print edition Description based on contents viewed feb. 23, 2006. Includes bibliographical references (leaves 221-226). Online version of the print edition.
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Ferreira, Manuel. "Educação, formação e profissionalização docente no Brasil e no Timor-Leste." Universidade Federal de Goiás, 2011. http://repositorio.bc.ufg.br/tede/handle/tede/4399.

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Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2015-03-31T15:00:58Z No. of bitstreams: 2 Dissertação - Manuel Ferreira - 2011.pdf: 459068 bytes, checksum: 086f8be3db12f1f8ce7fe758e28779d8 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5)<br>Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2015-03-31T15:38:42Z (GMT) No. of bitstreams: 2 Dissertação - Manuel Ferreira - 2011.pdf: 459068 bytes, checksum: 086f8be3db12f1f8ce7fe758e28779d8 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5)<br>Made available
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Vilaronga, Carla Ariela Rios [UNESP]. "A função autor nos materias impressos do PEC - formação universitária e o desafio de escrever para professores." Universidade Estadual Paulista (UNESP), 2010. http://hdl.handle.net/11449/90081.

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Made available in DSpace on 2014-06-11T19:24:18Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-09-02Bitstream added on 2014-06-13T19:51:50Z : No. of bitstreams: 1 vilaronga_car_me_rcla.pdf: 1671584 bytes, checksum: 974fa56de9a3ef5f1f94b6d6eba1be5f (MD5)<br>O estudo focaliza a função autor (FOUCAULT, 1969) no material didático do PEC-Formação Universitária, programa de formação superior em serviço dirigido a professores dos anos iniciais da Educação Básica. Tem-se em vista identificar o papel que os autores dos textos desempenharam na produção das práticas formativas daquele programa,
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Vilaronga, Carla Ariela Rios. "A função autor nos materias impressos do PEC - formação universitária e o desafio de escrever para professores /." Rio Claro : [s.n.], 2010. http://hdl.handle.net/11449/90081.

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Orientador: Flavia Medeiros Sarti<br>Banca: Samuel de Souza Neto<br>Banca: Belmira Oliveira Bueno<br>Resumo: O estudo focaliza a função autor (FOUCAULT, 1969) no material didático do PEC-Formação Universitária, programa de formação superior em serviço dirigido a professores dos anos iniciais da Educação Básica. Tem-se em vista identificar o papel que os autores dos textos desempenharam na produção das práticas formativas daquele programa, oferecendo elementos para a discussão do lugar que a universidade e seus especialistas ocupam nas políticas atuais de formação de professores. Um dos pontos
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Pasqualli, Roberta. "Trajetórias de saberes : a formação e a prática dos professores dos cursos de licenciatura a distância em ciências naturais e matemática nos Institutos Federais de Educação, Ciência e Tecnologia no Brasil." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2013. http://hdl.handle.net/10183/72694.

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Este estudo buscou compreender a problemática dos saberes docentes mobilizados pelos professores dos cursos de Licenciatura das Ciências Naturais e Matemática nos Institutos Federais de Educação, Ciência e Tecnologia – através da modalidade de EAD. A opção metodológica foi pela abordagem qualitativa, com o desenvolvimento de pesquisa de cunho fenomenológico, que não traz consigo a imposição de uma verdade teórica ou ideológica pre-estabelecida, mas trabalha com o real vivido, buscando a compreensão do que somos e do que fazemos – cada um de nós e todos em conjunto. O método de investigação est
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Silva, Marcelo Gomes da. "Por meio da resistência: processo de profissionalização docente no Manifesto Ao Professorado de Minas (1900)." Universidade do Estado do Rio de Janeiro, 2012. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=5498.

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Conselho Nacional de Desenvolvimento Científico e Tecnológico<br>Examinar o Manifesto Ao Professorado de Minas publicado no Jornal do Commercio em fins de 1900 consiste no horizonte deste trabalho. Este esforço significou pensar a participação dos professores, bem como suas ações, atuações e reações, anteriores e posteriores à produção do Manifesto, como constituintes do processo de profissionalização docente. Endereçado Ao Professorado de Minas, tinha como teor principal o apelo pela união. Traçou-se uma discussão sobre o seu conteúdo, a partir de questões emergentes do texto, como a menção
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Ahlstrand, Pernilla. "Att kunna lyssna med kroppen : En studie av gestaltande förmåga inom gymnasieskolans estetiska program, inriktning teater." Doctoral thesis, Stockholms universitet, Institutionen för etnologi, religionshistoria och genusvetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-106147.

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Theatre has been a school subject in the Swedish upper secondary school's national arts program since 1992 and has its own syllabus and grading criteria. The National Curriculum in theatre emphasises the development of performative capability, which is the focus of this dissertation. This study aims to contribute to the improvement of teachers’ subject-specific language, and concerns certain aspects of student ways of knowing. Theatre encompasses tacit knowledge (Lagerström 2003) and as an art form belongs to a tradition of practical knowledge. Knowledge in theatre has traditionally been acqui
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Books on the topic "Teacher Professionalization"

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Artvinli, Eyüp, Inga Gryl, Jongwon Lee, and Jerry T. Mitchell, eds. Geography Teacher Education and Professionalization. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04891-3.

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Ingersoll, Richard M. Teacher professionalization and teacher commitment: A multilevel analysis. U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1997.

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Nabeel, Alsalam, and National Center for Education Statistics., eds. Teacher professionalization and teacher commitment: A multilevel analysis, SASS. U.S. Dept. of Education, Office of Educational Research and Improvement, 1997.

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Ciwar, A. M. Teachers registration as a vehicle for professionalization of teaching: Prospect and challenges. Nigerian Academy of Education, 2003.

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Ciwar, A. M. Teachers registration as a vehicle for professionalization of teaching: Prospect and challenges. Nigerian Academy of Education, 2003.

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Ciwar, A. M. Teachers registration as a vehicle for professionalization of teaching: Prospect and challenges. Nigerian Academy of Education, 2003.

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Ciwar, A. M. Teachers registration as a vehicle for professionalization of teaching: Prospect and challenges. Nigerian Academy of Education, 2003.

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Artvinli, Eyüp, Jongwon Lee, Jerry T. Mitchell, and Inga Gryl. Geography Teacher Education and Professionalization. Springer International Publishing AG, 2022.

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Geography Teacher Education and Professionalization. Springer International Publishing AG, 2023.

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Herbst, Jurgen. And Sadly Teach: Teacher Education and Professionalization in American Culture. University of Wisconsin Press, 1991.

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Book chapters on the topic "Teacher Professionalization"

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Morris, Paul. "Teacher Professionalism and Teacher Education in Hong Kong." In Teaching: Professionalization, Development and Leadership. Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-8186-6_8.

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Zhu, Xudong. "Teacher Education System Based on Teacher’s Professionalization." In Research in Chinese Education. Springer Nature Singapore, 2025. https://doi.org/10.1007/978-981-97-9330-3_6.

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Kumar, Preeti, and Alexander W. Wiseman. "The Professionalization of Teaching." In Teacher Quality and Education Policy in India. Routledge, 2021. http://dx.doi.org/10.4324/9781003054726-6.

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Raschke, Nicole. "Digitalization in Geography Education: Theoretical and Practical Considerations for Developing a Collaborative Seminar About Digitalization and Using Digital Media in Geographical Educational Processes." In Geography Teacher Education and Professionalization. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04891-3_15.

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Granados-Sánchez, Jesús. "Towards an Augmented Geography Education." In Geography Teacher Education and Professionalization. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04891-3_14.

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Bermingham-Ward, Susan, and Joanna Baynham. "English Experiences of Developing Identities of Pre-service Geography Teachers." In Geography Teacher Education and Professionalization. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04891-3_10.

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Streitberger, Sebastian, Melanie Haltenberger, and Ulrike Ohl. "Intervention Research Design in the Context of Professionalizing Future Geography Teachers: Specific Potentials of Qualitative and Quantitative Designs Using the Example of Two Empirical Studies." In Geography Teacher Education and Professionalization. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04891-3_3.

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Theobald, Rebecca. "Tough, But Worth the Effort: Collaboration for Professional Development Strengthens Geography Education." In Geography Teacher Education and Professionalization. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04891-3_4.

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Ben Israel, Arnon. "The Atlas and the Purple Crayon: “Purple Mapping” and Place-Based Education in Geography Teacher-Training Studies and Practice." In Geography Teacher Education and Professionalization. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04891-3_13.

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Artvinli, Eyüp, Inga Gryl, Jongwon Lee, and Jerry Mitchell. "Introduction: Why Geography Teacher Education and Professionalization Matter." In Geography Teacher Education and Professionalization. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-04891-3_1.

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Conference papers on the topic "Teacher Professionalization"

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Akhmetov, Linar G. "Early Professionalization Of Gifted Schoolchildren In The Context Of Extended Education." In 3rd International Forum on Teacher Education. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.02.4.

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Sanduleac, Sergiu. "Scientific thinking – a fundamental concept in the professionalization of teachers." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p9-15.

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Scientific thinking as a fundamental concept in the professionalization of teachers is a very important element in the problems that have arisen in the 21st century. This article presents the theoretical modeling of the professionalization of the teacher who has a high level of operability in scientific thinking. Several meanings regarding scientific thinking are presented. Likewise, the perspectives of approach in the development of scientific thinking in teachers in relation to Bloom's revised taxonomy are presented. The article concludes with international and national strategies that could
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GHERȘTEGA, Tatiana, and Victoria PERLIMAN. "Professionalization path development of teachers through mentoring activity." In Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v2.24-25-03-2023.p392-398.

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Mentoring programs have long been considered as a support process for beginner teachers with professional educational experience, but nevertheless, not much is known about how mentors perceive their experience in mentoring on their own professional development. This article addresses the perception of mentoring activity as a necessity for the continuous optimization of the instructive-educational activity performed by teachers, thanks to which it is studied in the context of the training and professional development of mentors. By becoming a catalyst for teacher training, mentoring facilitates
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Prodan, Gianina, and Lavinia Nițulescu. "The Beginning Teacher In Romania - Between Professionalization And Digitization." In 9th International Conference Education, Reflection, Development. European Publisher, 2022. http://dx.doi.org/10.15405/epes.22032.72.

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VICOL, Nelu. "Visualization of the "ego"-graph of the professionalization of teachers." In International congress "Research-Innovation-Inovative Entreneurship". Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.13-14-10-2023.p222-235.

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The text is focused on the dimensioning of the concept of „ego”-graphy of the professionalization of teaching staff viewed in the social, cultural, pedagogical/psychological and individual anchorage, which builds and builds the paradigm of pedagogical education in the human-human relationship, so on the mentality of the dichotomy teacher- teacher, teacher-student and teacher-educational policy.
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Neagu, Simona nicoleta. "THE MOTIVATIONAL FACTORS INVOLVED IN CHOOSING THE UNIVERSITY TEACHING CAREER." In eLSE 2021. ADL Romania, 2021. http://dx.doi.org/10.12753/2066-026x-21-126.

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The teachers training (including those who teach at tertiary level) occupy a "special" position among the activities carried out within universities. Nowadays, higher education of teachers is widespread, which was not the case twenty or thirty years ago. The university teachers training has progressed with the professionalization of the teaching career. Both aimed to increase the quality of education, not only due to the university teachers training, but also due to the change in the general approach to education. We mention that all teachers should have a higher professional qualification, wh
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Surya, Priadi. "Student Teacher Recruitment in Indonesia: An Initial Step to Promote Teacher Professionalism and Teaching Professionalization." In 6th International Conference on Educational, Management, Administration and Leadership. Atlantis Press, 2016. http://dx.doi.org/10.2991/icemal-16.2016.94.

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McKie, Kelly. "Complexity and Professionalization: The Nested Collaborative Nature of Mathematics Teacher Learning." In AERA 2022. AERA, 2022. http://dx.doi.org/10.3102/ip.22.1887501.

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Fernandez Cofre, Maria Beatriz. "Struggles About Regulation, Professionalization, and Participation: Teacher Education Policies in Chile." In 2019 AERA Annual Meeting. AERA, 2019. http://dx.doi.org/10.3102/1440915.

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McKie, Kelly. "Complexity and Professionalization: The Nested Collaborative Nature of Mathematics Teacher Learning." In 2022 AERA Annual Meeting. AERA, 2022. http://dx.doi.org/10.3102/1887501.

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Reports on the topic "Teacher Professionalization"

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Gershberg, Alec, Asnake Kefale, and Belay Hagos Hailu. The Political Economy of Educational Reform and Learning in Ethiopia (1941-2021). Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-2023/pe09.

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This report analyzes the trajectory of reforms to improve learning outcomes in Ethiopia across three regimes (HSI, Derg, and EPRDF) since 1941. It employs a political settlements approach to trace the motivations, interests, and actions that led to certain policy choices, and draws on primary and secondary data sources to assess impacts on the education sector. The analysis focuses on three themes in particular: the politics of educational (learning) policymaking; national (regional) examinations and teacher career paths. Ultimately, the report argues that improving learning outcomes would req
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