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Tesis sobre el tema "Professional Development of Teachers"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 25 de julio de 2025

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1

Erickson, Stacy Johnson. "An examination of the relationship between professional development and teacher turnover /." view abstract or download file of text, 2007. http://proquest.umi.com/pqdweb?did=1404348121&sid=2&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (D. Ed.)--University of Oregon, 2007.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 92-98). Also available for download via the World Wide Web; free to University of Oregon users.

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2

Beard, Gaysha V. "The adult learner, professional development, and the literacy coach an effective professional development model proposal /." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 96 p, 2008. http://proquest.umi.com/pqdweb?did=1472129381&sid=1&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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3

Bishop, Judith E. "Teacher supervision of preservice teachers : a naturalistic study of teachers' professional development /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/7753.

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4

Ellefson, Bryan A., and University of Lethbridge Faculty of Education. "Teacher-directed professional development." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1994, 1994. http://hdl.handle.net/10133/54.

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This thesis is an interpretation of the meaning of a professional development project for six high school English teachers in a small, rural jurisdiction. The project design attempts to incorporate guidelines for effective professional development, especially in regard to the way in which authority influences the experience. This study is a case study from a naturalistic inquiry perspective using thnographic techniques. Further, the methodology is educative in the sense that the study was intended to change the situation studied. The analysis attempts to articulate the voices of various author

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5

Lekome, Botsang Patricia. "Professional development of primary school educators through the developmental appraisal system." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-09122008-152948/.

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6

Gallant, Reinhold Justin. "Foundation phase teachers' continuous professional development." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1007898.

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This research was based on the question of how Foundation Phase teachers perceived and experienced their professional development. This study was done at a school in the Northern Areas of Nelson Mandela Bay, South Africa. The school is situated in a developing community that has a low socio-economic status characterised by infrastructural challenges. The school is newly established and started the year 2012 with mostly newly qualified teachers. In this study, the researcher wanted to know how the participants’ perceptions and experiences as teachers impact on their professional development. Th

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7

Андрейко, Лариса Володимирівна, Лариса Владимировна Андрейко, and Larysa Volodymyrivna Andreiko. "Professional Development of English Language Teachers." Thesis, Севастополь: Рибэст, 2013. http://essuir.sumdu.edu.ua/handle/123456789/58865.

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Розглядаються такі аспекти професійного розвитку викладача англійської мови як володіння предметом, методикою та знання потреб студентів.<br>The article deals with such aspects of professional development of English language teachers as knowing about the subjetc matter, theories of learning and teaching , and the students.

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8

Trejo-Guzman, Nelly Paulina. "The teacher self construction of language teachers." Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/97914.

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The main purpose of this thesis is to deepen the current understanding of how the teacher self is constructed. Specifically, the study intends to integrate into this understanding the way in which language personal, professional, and student teacher identities inform this process. A special emphasis is placed on the role that language teachers’ life histories play on the construction of teacher selves. Narrative research constitutes the research design for this thesis project since I strongly believe that selves are narratively constructed through stories. This study is focused on the storied

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9

Alshaikhi, H. "English Language teacher professional development in Saudi Arabia : teachers' perceptions." Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/35141.

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This study focuses its attention on language teachers’ professional development in the Kingdom of Saudi Arabia (KSA). It sets out to explore Saudi English as a foreign language (EFL) teachers’ perspectives, attitudes and experiences with regards to their teacher professional development (TPD). It focuses primarily on how teachers perceive the concept of TPD, how they develop professionally to meet the demands of their profession, how they evaluate institutional training provisions, their engagement with self-direct forms of TPD, factors affecting their engagement with TPD opportunities, and ho

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10

Wong, K. L. "The impact of professional development on stress in teaching." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35711826.

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Schroeder, James. "Professional development in technology education." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999schroederj.pdf.

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12

Austin, Sandra Lynn. "Differentiating professional development for teacher success : a study of effective teachers /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7626.

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13

Wermke, Wieland. "Development and Autonomy : Conceptualising teachers’ continuing professional development in different national contexts." Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-86705.

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This thesis investigates teachers’ perceptions of continuing professional development (CPD) in Germany and Sweden with a questionnaire study comprising a total of 711 mainly lower secondary teachers. Three conceptual terms are elaborated and explained. Teachers act in a CPD marketplace that is constituted by several sources of knowledge which offer opportunities for teachers’ development. How teachers act in the marketplace is a key part of their CPD culture. The study reveals similarities in the two cases regarding the importance of colleagues as well as informal development activities, but t

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14

Musikul, Kusalin. "Professional development for primary science teaching in Thailand knowledge, orientations, and practices of professional developers and professional development participants /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4667.

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Thesis (Ph.D.)--University of Missouri-Columbia, 2007.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on March 23, 2009) Vita. Includes bibliographical references.

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15

Ivey, Hannah Worth. "An evaluation of a job embedded professional development program at Lincoln Academy." View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-1/iveyh/hannahivey.pdf.

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16

Bennett, Douglas Shields. "Teacher efficiency in the implementation of new curriculum supported by professional development /." CONNECT TO THIS TITLE ONLINE, 2007. http://etd.lib.umt.edu/theses/available/etd-09142007-115147/.

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17

Campbell, Deborah M. "Case Study: Entry-year elementary teachers' perceptions of their professional development." [Kent, Ohio] : Kent State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1227047465.

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Thesis (Ph.D.)--Kent State University, 2008.<br>Title from PDF t.p. (viewed Jan. 4, 2010). Advisor: Richard Ambrose. Keywords: entry-year teachers, professional development, teacher perception. Includes bibliographical references (p. 226-242).

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18

Hutchison, Karen Cohee. "Identifying professional development needs of Delaware agriscience teachers." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 125 p, 2007. http://proquest.umi.com/pqdweb?did=1362531281&sid=17&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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19

Stillisano, Jacqueline. "Mentoring preservice teachers : opportunities for professional learning and growth in professional development schools." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1302161.

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The purpose of this study was to explore a particular opportunity for experienced teachers to continue to learn and grow professionally within the context of their daily practice. Using the cooperating teacher/preservice teacher dyad as a framework, the study explored reciprocity of professional learning and growth in mentoring relationships.The participants, six secondary teachers from two Professional Development Schools, had each mentored one or more preservice teachers during their careers. Identified through non-probability sampling, the participants represented both genders, several disc

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20

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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21

Beck, Lisa. "The current state of professional development in Appalachia." [Huntington, WV : Marshall University Libraries], 2009. http://www.marshall.edu/etd/descript.asp?ref=1006.

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22

Joyce, Jennifer A. "Teachers on tap : exploring professional development through community engagement /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7855.

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23

Shafir, Mary. "Immigrant English teachers' professional development in Israel." Thesis, Anglia Ruskin University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.490298.

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This research focused on the professional development of the Former Soviet Union immigrant teachers of English as a foreign language in Israel. The purpose of the study was to gain deeper understanding of what these teachers perceive as their professional development and what factors they identify as facilitating in their professional development. The research was positioned in the qualitative research paradigm which enabled the in-depth investigation ofthe research participant personal attitudes and individual perceptions. The unstructured interview was utilised as the research method which a

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24

Tantranont, Nuttiya. "Continuing professional development for teachers in Thailand." Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/2242/.

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Continuing Professional Development (CPD) of teachers has been seen as one of a key element to improve teacher quality and the quality of education in many countries, as well as in Thailand. The current Thai education reforms have recognized the importance of CPD for teachers to maintain and update their knowledge and skills to be able to teach students effectively. They also recognized the need of effective leadership in schools to lead, manage, and support teachers in order to achieve such change. The purpose of this study is to support CPD experiences for teachers to enhance teaching practi

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25

Quattlebaum, Simon F. "Designing Professional Development for Elementary School Teachers." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1549.

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Within a Northeast urban school, there is little empirical evidence to indicate the effectiveness of the district professional development (PD) program. Elementary teachers at the study site reported that they encountered problems accessing professional development programs applicable to their needs. The purpose of this case study was to examine teacher perceptions of district PD programs and to discover teacher perceptions of PD best practices. Knowles' adult learning theory provided a frame of reference for this study. The research questions assessed teachers' perceptions of the format, cont

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26

Weber-Salgo, Amy. "Focusing Professional Development by Differentiating for Teachers." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1021.

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This study addressed the problem of low student achievement in elementary school mathematics and investigated the level of knowledge held by the teachers. Previous studies have shown that students who succeed in mathematics are more successful during their school years, including college, and earn a higher income level as adults. A theoretical framework of andragogy framed three research questions for investigation. The first question focused on the current professional development needs of the teachers. The other two questions investigated whether the mathematical knowledge relating to teachi

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27

Meadows, Julie. "Music Teachers' Perceptions of Targeted Professional Development." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3459.

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The fundamental purpose of teacher professional development programs is to improve instructional effectiveness and increase student learning. However, the target district offered no programs that focused on helping teachers develop strategies to meet state standards in music education. The purpose of this qualitative case study was to investigate elementary and middle school music educators' perceptions regarding the need for targeted professional development programs. Self-determination theory served as the foundation for this study. Research questions concerned participants' views of the imp

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Refe, Rymarczyk Jo-Michele. "College Teachers' Perceptions of Technology Professional Development." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6654.

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Community college faculty need to learn and understand the technology that is available in their classrooms so that they can teach students how to use these tools. Professional development workshops are one way that faculty members acquire knowledge of classroom technology. However, little is known about the usefulness of technology professional development workshops using active learning in a community college setting as a development option. The purpose of this qualitative study was to identify faculty members' perceptions and beliefs regarding technology professional development that incorp

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29

Smith, Prudence M. "Professional development : teachers' learning in reading recovery." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/298.

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With the national spotlight firmly focused on Australian students attaining benchmark standards in literacy and numeracy and on the capacity of teachers to facilitate student achievement in literacy, questions of effective teacher development have emerged. This study investigated how professional development, which is consistent with the principles of effective practice, builds capacity in teachers. By examining the development of teachers' understandings in the Reading Recovery professional development program, key aspects of teacher development were identified and some suggestions given rega

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Kong, Yick-cheong. "Professional development through curriculum reform projects a case study /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35523013.

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31

Doughney, John F. Laney James Duke. "The relationship of teacher efficacy to teacher concerns and job-embedded professional development." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9107.

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32

Bush, Nicole Lea. "The evolution of a professional learning community in a professional development school." Ashland University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1458523042.

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33

Lalitha, Hettiarachchige Done Asie. "Development of a model for the continuing professional development of teachers a qualitative investigation /." Access electronically, 2005. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20060926.094927/index.html.

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Pendergraft, Elizabeth Murray. "Teacher Inquiry in a Professional Development School Environment." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/msit_diss/26.

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35

Nastiti, Hendrati. "Impact of a professional development program on teachers' beliefs: A collective case study of four Indonesian schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2010. https://ro.ecu.edu.au/theses/1840.

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Teachers‟ pedagogical beliefs have long been noted as one of the influential factors to the way teachers plan and implement their teaching and learning activities. Professional development programmes are often used in order to influence teachers‟ instructional practice and pedagogical beliefs. With the purpose to examine the issues surrounding the participating teachers‟ pedagogical beliefs in the Master teachers and School Leaders program in two provinces in Indonesia, this study was conducted within the Master Teachers and School Leaders programme. The program was a collaboration between Edi

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36

Takayama, Hiromi. "Professional development in Japanese non-native English speaking teachers' identity and efficacy." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/5655.

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This mixed methods study investigates how Japanese non-native English speaking teachers’ (NNESTs) efficacy and identity are developed and differentiated from those of native English speaking teachers (NESTs). To explore NNESTs’ efficacy, this study focuses on the contributing factors, such as student engagement, classroom management, instructional strategies, self-perceived English proficiency, their teaching and teacher education backgrounds, culture related to teaching, and so on. For the portion of teacher identity, this study analyzes four perspectives: their role identity, professional id

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Mettler, Eunice. "Continuing Professional Teacher Development (CPTD) practices of teachers in working class schools in the Western Cape." University of the Western Cape, 2016. http://hdl.handle.net/11394/5355.

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Magister Educationis (Adult Learning and Global Change) - MEd(AL)<br>Continuing Professional Teacher Development (CPTD) of teachers at working class schools in South Africa has come under scrutiny over the past few years. Despite new education policies which incorporated the dire need for CPTD, the achievement of learners at working class schools remains poor. This investigation was prompted by the cause of this discrepancy. This study investigates the participation of teachers in Continuous Professional Development initiatives at working class schools in the Western Cape. The primary research

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Hughes, John Anthony, University of Western Sydney, of Arts Education and Social Sciences College, and School of Social Ecology and Lifelong Learning. "Teacher professional development in performing and literary arts education." THESIS_CAESS_SELL_Hughes_J.xml, 2002. http://handle.uws.edu.au:8081/1959.7/393.

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The articles in this portfolio provide an account of research, which for the purposes of this thesis is divided into two broad categories: teacher professional development, and the support of teacher education in literary and performing arts pedagogy. Within this context three issues are addressed. The study can be categorised under research into teacher professional education.Action research and reflective practitioner research methodology were adopted, as this schema is recognised as being highly appropriate to preservice and inservice development of teachers, and to the improvement of teach

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Inge, Richard. "A SURVEY OF SCHOOL PRINCIPALS AND TEACHERS REGARDING TEACHERS' PROFESSIONAL DEVELOPMENT PARTICIPATION." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2419.

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The purpose of this study was twofold: First, to gather perspectives of randomly selected administrators and teachers in two central Florida school districts concerning the participation of teachers in professional development (PD), and secondly, to determine if there was a significant differences in the amount of participation of teachers from different academic departments in these activities. Results indicated that a teacher's assignment to a particular academic department has a relationship to the amount of PD involvement. Results also suggested that building principals' perceptions concer

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Osborne, M. B. "The professional development of teachers : issues in development and control." Thesis, University of East Anglia, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.357994.

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Boyarko, Maria A. "ONLINE PROFESSIONAL DEVELOPMENT: A STUDY OF FIRST YEAR ONLINE TEACHERS." [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1242052734.

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Thesis (Ph.D.)--Kent State University, 2009.<br>Title from PDF t.p. (viewed Jan. 22, 2010). Advisor: Steven L. Turner. Keywords: Online professional development. Includes bibliographical references (p. 191-197).

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Price, Beverly Pearson Witte Maria Margarita. "Teacher perceptions of the impact of professional development and teacher-student relationships on school climate." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SPRING/Educational_Foundations,_Leadership_and_Technology/Dissertation/Price_Beverly_52.pdf.

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Cañizales, Vargas Rafael Antonio. "The moral profession a study of moral development and professional ethics of faculty /." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3036161.

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Gonsalves, Bronte B. (Bronte Blondina). "Teacher Evaluation Processes and Professional Development Programs in Independent Schools." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331778/.

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The purposes of this study were to determine (a) what teacher evaluation processes or instruments are used in the 45 independent schools of the Southwest, (b) what types of professional development activities or programs are provided for teachers in these schools, and (c) how the development and implementation of the teacher evaluation process and professional development programs are perceived by the teaching faculty in selected schools. Questionnaires were administered to chief administrators of the 45 member schools of the Independent Schools Association of the Southwest. From the 28 schoo

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45

Khuzwayo, Herbert, S. Bansilal, Angela James, Lyn Webb, and Busisiwe Goba. "A case study of a teacher professional development programme for rural teachers." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82632.

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Schluntz, Michele. "Developing Collective Teacher Efficacy through Job-embedded Professional Development in Elementary Teachers." Thesis, Northern Illinois University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10829679.

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<p>ABSTRACT DEVELOPING COLLECTIVE TEACHER EFFICACY THROUGH JOB-EMBEDDED PROFESSIONAL DEVELOPMENT IN ELEMENTARY TEACHERS Michele Schluntz, Ed.D. Department of Curriculum and Instruction Northern Illinois University, 2018 Elizabeth Wilkins, Director The purpose of this mixed-method study was to explore the outcomes of a Job-Embedded Professional Development (JEPD) approach on Collective Teacher Efficacy (CTE). Teachers volunteered to participate in one of three literacy teams designed for the study. At the opening of the study, teachers completed the Collective Teacher Efficacy Belief Scale (C

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Ehrich, Lisa Catherine. "Principals' experience of professional development and their response to teachers' professional development : a phenomenological study." Thesis, Queensland University of Technology, 1997.

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That professional development is one of the most challenging and important activities facing principals and their staff, has been highlighted in the policy and professional development literature. The central purpose of this study was to explore the nature of professional development from the unique experiences of principals. It was felt there was a need to understand professional development outside the confines of theoretical constructs and overarching frameworks. A phenomenological methodology, therefore, guided the study and allowed the principals' experiences to speak for themselves. D

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Khakbaz, Azimeh Sadat. "Professional Development for Mathematics Teachers Through Lesson Study." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80367.

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Lesson study is known as an effective Japanese professional development approach for teachers, since 1999.After that, this approach used dramatically as a way for improving teaching and learning in classroom through many countries and by many researchers. Review the literature of lesson study show that there is one common effort between the researchers to apply this approach. That is to make local model for using this Japanese approach as a localized one to release the unavoidable challenges of applying the method of another educational culture. This paper first reviews the literature on lesso

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Hayes, Lisa. "Knowledge sharing and Professional Development in Primary Teachers." Thesis, University of Exeter, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.486772.

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This study focussed on knowledge sharing interactions of a group of primary teachers. The research explored how the teachers shared knowledge and what types of knowledge they shared. A theoretical framework for the study was derived from relevant literature and previous research findings. Data was analysed using a combination of inductive analysis and a theoretical framework to develop emergent theory about the knowledge sharing interactions of teachers in the stUdy. The stUdy found the teachers shared different types of knowledge (social, personal, conceptual, contextual, pedagogical and usef

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Shaw, Barbara. "Primary teachers and professional development : the early years." Thesis, University of Warwick, 2006. http://wrap.warwick.ac.uk/4075/.

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This study is about teacher development for early career primary teachers, undertaken at a time of particular interest in providing a coherent professional development programme for teachers in the first five years of their career. It was undertaken from my perspective as a primary headteacher with the desire to improve the experience of professional development for these teachers. The research was undertaken by means of questionnaires and interviews and provides a picture professional development provision that is fragmented and lacking in coherence. While enjoying a relatively wide range of

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