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Littérature scientifique sur le sujet « Philippine Professional Standard for Teachers »

Auteur : Grafiati

Publié le 7 juin 2025

Mis à jour le 2 août 2025

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Articles de revues sur le sujet "Philippine Professional Standard for Teachers"

Mary, Ann P. Mantos, L. Anor Nenette, B. Binoya Marsan, et al. "Teachers' Continuing Professional Development Based on the Philippine Professional Standards for Teachers." International Journal of Social Science and Human Research 08, no. 05 (2025): 2865–71. https://doi.org/10.5281/zenodo.15369270.

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In a changing and developing educational system, working diligently and carrying on the role of a teacher becomes undaunting and unsettling without the standards and norms. Standards of teaching and learning have become a need to provide effective strategies for 21st-century learners. In this way, teachers ascertain the provision of quality education which is the fourth goal of Education for Sustainable Development (UNESCO, 2017). As to the public schools, the Philippine Professional Standard for Teachers (PPST) was adopted and implemented by the Department of Education which was categorized i

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Maloloy-on, Melisa C., and Alvic A. Arnado. "Elementary School Teachers’ Proficiency: Philippine Professional Standards under Flexible Teaching Modality." International Journal of Membrane Science and Technology 10, no. 2 (2023): 857–65. http://dx.doi.org/10.15379/ijmst.v10i2.1286.

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The study evaluated the teaching proficiency of elementary school teachers in Nasipit, Agusan del Norte, Philippines, under flexible teaching and learning modality based on the Philippine Professional Standard for Teachers (PPST) using a descriptive-correlational research design and stratified random sampling. The research aimed to investigate the teachers' proficiency in fostering education for sustainable development by applying its principles to teaching and learning activities. The study found a significant relationship between teachers' proficiency level based on the PPST and their teachi

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Llurag, Stephany M., Osias Kit T. Kilag, Khen M. Villanueva, Jhonrey C. Uy, Karl Brian M. Poloyapoy, and Jason Isaac III A. Rabi. "Integrating Lesson Study with Quality Standards in Philippine Mathematics Teaching." International Journal of Qualitative Research for Innovation, Sustainability, and Excellence (IJQRISE) 1, no. 2 (2024): 56–63. https://doi.org/10.5281/zenodo.11157063.

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Abstract: This study explores the potential of Lesson Study (LS) as a transformative approach to teacher professional development in mathematics education within the Philippines. Through a systematic literature review, it evaluates traditional professional development models' limitations and identifies LS's promise, challenges in implementation, and integration opportunities with quality standards like the Southeast Asia Regional Standards for Mathematics Teachers (SEARS-MT). Findings reveal traditional models' inadequacy in fostering sustained improvements and collaborative learning communiti

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Roberto, Johnny, and Dennis Madrigal. "Teacher Quality in the Light of the Philippine Professional Standards for Teachers." Philippine Social Science Journal 1, no. 1 (2018): 67–80. http://dx.doi.org/10.52006/main.v1i1.13.

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The paper aimed to assess the respondents’ level of teaching standardscompetence using the Philippine Professional Standards for Teachers(PPST) and their performance using the school’s Teacher PerformanceEvaluation, respectively. Likewise, it purported to determine thesignificant difference in the level of teaching standards competenceand performance of teachers when teachers were grouped according tosex, marital status, educational attainment, and status of employment.The respondents were the whole population of the basic educationdepartment of a diocesan school in Antique composed of 33 teac

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Jorilla, Chona D., and Joel M. Bual. "Assessing the Teachers’ Competence in Diocesan Catholic Schools Relative to the Philippine Professional Standards for Teachers." Philippine Social Science Journal 4, no. 2 (2021): 71–79. http://dx.doi.org/10.52006/main.v4i2.343.

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Competent teachers are essential in successful Catholic education. However, Catholic schools are confronted with the exodus of qualified teachers, which compromises the quality of instruction. Through a descriptive-correlational design, this paper assessed the teaching competence of Antique diocesan schools relative to Philippine Professional Standards for Teachers (PPST). Likewise, it investigated the relationship between the teachers’ demographics and their competence. Utilizing a standardized PPST questionnaire, 102 administrators and teachers responded using the scale: 1-beginning, 2-profi

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Joy A. Estrada, Mary, and Joey L. Gumban. "School Head’s Competence and Teacher’s Performance in the Light of Philippine Professional Standards for Teachers." International Journal of Research and Innovation in Social Science VIII, IIIS (2024): 3256–63. http://dx.doi.org/10.47772/ijriss.2024.803232s.

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School heads’ competence and teachers’ performance play vital roles towards the school’s overall performance which includes the students’ academic performances. Hence, the purpose of this study was to find out the factors which influenced teachers’ ratings and performances in school. This descriptive-comparative-correlational research design aimed to investigate the level of school heads’ competence and teachers’ performances. The study was conducted to 180 Grade 6 students of the Division of Cadiz City to assess teachers’ performances. Mean and standard deviation were used for descriptive ana

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Inot, Charmaine. "Evaluating the association between pedagogical approaches and mathematics performance of grade VI learners in Naval district, Philippines." Al-Jabar : Jurnal Pendidikan Matematika 16, no. 1 (2025): 107–16. https://doi.org/10.24042/ajpm.v16i1.26148.

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Purpose: This study investigates the link between instructional strategies implemented by teachers and the mathematics achievement levels of Grade VI students in Naval District, Philippines. Given the persistently low mathematics scores failing to reach district standards, understanding potential factors influencing student performance becomes crucial. Method: A descriptive-correlational research approach was employed, involving Grade VI students, teachers, and school administrators across selected schools in Naval District. The study utilized standardized mathematics achievement assessments a

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Cordero, Analie, and Nick John Solar. "Assessing Teachers’ Pedagogy, Curriculum and Assessment Adherence to Philippine Professional Standards for Teachers." Romblon State University Research Journal 7, no. 1 (2025): 23–30. https://doi.org/10.58780/rsurj.v7i1.137.

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This study examined the level of adherence of public school teachers to the Philippine Professional Standards for Teachers (PPST), with a specific focus on the domains of content knowledge and pedagogy, curriculum and planning, and assessment and reporting. It further investigated whether adherence levels significantly differ across demographic and professional variables, including school level, sex, age, highest educational attainment, frequency of participation in professional development seminars, and length of service. Employing a descriptive-comparative research design using a survey meth

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M. Roallos, Larry. "Utilization of Pedagogical Approaches in Implementing Philippine Professional Standards for Teachers (PPST)." International Multidisciplinary Research Journal 4, no. 1 (2022): 64–73. http://dx.doi.org/10.54476/iimrj09.

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With the implementation of the Philippine Professional Standards for Teachers, the utilization of pedagogical approaches as mandated by RA 10533 is expected to reflect in achieving the teaching standards. Content knowledge and pedagogy as its domain directly related to the utilization of strategies must blend with using 2C2I1R pedagogical approaches. The link between the teaching standards and mandated pedagogy must have been established for improved practice in teaching and to achieve better learning outcomes. With that, the researcher assessed the extent of utilization of pedagogical approac

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Bacus, Remedios C., and Rita May P. Tagalog. "Articulation and implementation of professional standards for teachers in teacher education institutions." Journal of Research, Policy & Practice of Teachers & Teacher Education 13, no. 2 (2023): 111–21. http://dx.doi.org/10.37134/jrpptte.vol13.2.8.2023.

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This study determined the constructions of administrators and teachers in the articulation and implementation of the Philippine Professional Standards for Teachers (PPST) in teacher education institutions. A qualitative descriptive approach was employed to explore the narratives of the 20 purposively selected participants from the five higher education institutions in Cebu. Coding and categorization of participants' vignettes, following Clarke and Braun's (2014) thematic analysis model, resulted in five indexed themes: neediness not readiness, tenacity, and supportability, challenged but not f

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Thèses sur le sujet "Philippine Professional Standard for Teachers"

Kenderešová, Martina. "Ďalšie vzdelávanie pedagogických pracovníkov na vybranej strednej škole." Master's thesis, Vysoká škola ekonomická v Praze, 2016. http://www.nusl.cz/ntk/nusl-206198.

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The thesis deals with the further education of pedagogical employees at selected hight school. The work is divided into theoretical and empirical part. At the beginning of the first chapter are explained the basic terms. The next section is focused on legal framework that deal with further education. At the end of the theoretical part are presented some of the studies, which have already been conducted and which have investigated the opportunities of teacher´s further education and trends in that field in Czech republic and all over the world. The empirical part concentrates on the research an

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Chen, Jhen-Yi, and 陳振益. "The Research of the Teachers’ Professional Standard Identity and Professional Performance of Changhua County’s Elementary School Teachers." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/85511782667519830576.

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碩士<br>國立臺中教育大學<br>教育學系<br>102<br>Abstract The research aims to explore the current situation of the teachers’ professional standard identity and the teachers’ professional performance of Changhua County’s elementary teachers, and he relationship between them. Also this research provides conclusions and suggestion to education administrative authorities and school educators. The population in this study is Changhua County’s public elementary school teachers. The research adopted the questionnaire survey method and used “The Questionnaire for Teacher Professional Standard Identity and the Te

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Polanecká, Ondrejková Kateřina. "Očekávání rodičů od osobnosti současného učitele prvního stupně základní školy." Master's thesis, 2014. http://www.nusl.cz/ntk/nusl-342451.

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The aim of this thesis is a theoretical level summary of the formal and other requirements that are placed on the contemporary teacher of primary school. It covers concepts such as teacher competence, teaching role, various pedagogical knowledge and skills and teacher job requirements. Description of the legislative regulation of the teaching profession is also included. Part of the theoretical work is concerned with other components of teaching such as professional ethics, professional standards, pedagogical tact and personal qualities of the teacher. At the practical level the work deals wit

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Polanová, Věra. "Sebereflexe učitele jako součást jeho pedagogických kompetencí." Master's thesis, 2011. http://www.nusl.cz/ntk/nusl-313410.

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This diploma thesis deals with self-reflection of a teacher as one of his key pedagogical competencies. The theoretical part is dedicated to defining a teacher as a reflective teacher. In this part, the significance of a self-reflection in a teacher's work and its influence on his consequential pedagogical activities is emphasised. This thesis describes various methods of self-reflection that teachers can use when self-reflecting. Selfreflection of teacher's work can be an incentive towards improving his further work and contribute to professional growth of a teacher and his lifelong learning.

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Soukupová, Pavla. "Rozvíjení profesních kompetencí učitele." Doctoral thesis, 2016. http://www.nusl.cz/ntk/nusl-353516.

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1 Abstract (in English): Development of proffesional competencies The aim of the dissertation thesis is to analyze the needs of development of selected competence and to design a system of measures and methods to support its development in the undergraduate training of future teachers. The theoretical part of this thesis presents current knowledge regarding the issues of professionalisation of teachers and the development of their professional skills. Crucial for this thesis are studies on the standardization of the teaching profession and establishing a framework of professional qualities tha

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Murgašová, Marcela. "Seberozvoj učitele jako základní předpoklad připravenosti na profesi." Master's thesis, 2013. http://www.nusl.cz/ntk/nusl-329044.

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This thesis follows the bachelor thesis ,,Gestalt therapy and its use in education" and deals with self-development of teachers as a basic premise for preparedness for the profession. It describes very complicated concept self-development of teacher itself, then it discusses the issues of teaching quality and professionalism, where the thesis again emphasizes self-development as a way of transition from semiprofession to profession. It contemplates the necessity of self-development due to the rapid changes in today's society and thus increasing demands on the personality of the teacher. This t

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Shánilová, Ivana. "Specifika vzdělávání pedagogických pracovníků." Doctoral thesis, 2013. http://www.nusl.cz/ntk/nusl-327873.

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(in English): Dissertation is focused on the continuing education of teachers in terms of the current legislation of the European Union and the Czech Republic as one of the key adaptive mechanisms that ensure the ability of the education system to adequately respond to the ever changing social conditions in today's globalized world. The theoretical part through the analysis of different theoretical approaches to further education, defines and describes the issue of further education of teachers , the system - specific conditions , areas and its financing. It deals with the areas of the teacher

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Shánilová, Ivana. "Specifika vzdělávání pedagogických pracovníků." Doctoral thesis, 2014. http://www.nusl.cz/ntk/nusl-338476.

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Dissertation is focused on the continuing education of teachers in terms of the current legisla-tion of the European Union and the Czech Republic as one of the key adaptive mechanisms that ensure the ability of the education system to adequately respond to the ever changing so-cial conditions in today's globalized world. The theoretical part through the analysis of different theoretical approaches to further education, defines and describes the issue of further education of teachers, the system - specific conditions, areas and its financing. It deals with the areas of the teacher's profession,

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Akpo, Simon Eno. "The impact of teacher-related variables on students' Junior Secondary Certificate (JSC) mathematics results in Namibia." Thesis, 2012. http://hdl.handle.net/10500/6152.

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This study explored the link between teachers’ inputs and process and students’ academic achievement in Junior Secondary Certificate (JSC) Mathematics for the period 2006 to 2010.The outcome (teacher effectiveness) was obtained by means of value added measures (students’ aggregate JSC Mathematics scores for 2006 to 2010 by school). One hundred and fifty JSC schools out of a total of 573 constituted the units of analysis for the study. The data regarding teachers were obtained by means of self-administered questionnaires, and JSC Mathematics results from 2006 to 2010 were obtained from the Dire

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Livres sur le sujet "Philippine Professional Standard for Teachers"

C, Guingona Serafin V., and Phi Delta Kappa. Manila, Philippines Chapter., eds. The Educator as a professional in the Philippine context: Proceedings and papers of two PDK (Manila Philippines Chapter) symposia held on January 24 and May 15, 1981. Phi Delta Kappa, Manila, Philippines Chapter, 1987.

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Voronina, Larisa. International standards on auditing: theory and practice. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1037951.

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The textbook is designed for a detailed study of the system of International standards of auditing (ISA). The illuminated structure of the system of MSA and standards, disassembled terminology and application of standards. Considered in detail the content of all ISAS, introduced in territory of the Russian Federation from February 12, 2019. (order of the Ministry of Finance of Russia from 09.01.2019 No. 2H). The content of the textbook and generated the results of its study of the professional competencies match the requirements of the Federal state educational standard of higher e

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Grishaev, Sergey. Civil law. INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1904647.

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The textbook has been prepared in accordance with the state educational standard of secondary vocational education. The content of the textbook covers the provisions of all four parts of the Civil Code of the Russian Federation and other regulations adopted on its basis. For students and teachers of educational institutions of secondary professional education of legal profile, as well as for practicing lawyers, entrepreneurs.

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Aleksandrova, Zinaida, Vladimir Kryazhkov, and Svetlana Nesmeyanova. Constitutional judicial process. INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1899698.

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In the textbook, in accordance with the requirements of the Federal State Educational Standard of Higher Professional Education on the basis of current legislation, judicial practice and modern procedural and legal concepts, all the main institutions of constitutional judicial procedural law are covered. The authors are researchers and practitioners, leading legal scholars in the field of constitutional law and constitutional judicial process. For students, postgraduates and teachers of law schools, judges, state and municipal employees, anyone interested in the constitutional judicial p

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Basovskiy, Leonid, and Viktor Protasyev. Quality management. INFRA-M Academic Publishing LLC., 2016. http://dx.doi.org/10.12737/18003.

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The book represents a modern professional course of quality management. Contains a statement of teoretiko-methodological fundamentals of science about quality management. Covers all complex of problems, methods and instruments of quality management of goods, services and works, processes and control systems. Conforms to requirements of the Federal state educational standard of the higher education of the last generation for the Management direction 38.03.02 and the requirements which have developed at the universities conducting in world educational space. For students, graduate st

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Kazimagomedov, Abdulla. Structure and function of the Central Bank of the Russian Federation. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1020430.

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The textbook covers the basic issues related to the activities of the Central Bank of the Russian Federation. A short and accessible educational material presented on organizational bases of activities, operations and functions of the Central Bank of the Russian Federation. Additionally, to consolidate the knowledge the students are given control questions and tests. Meets the requirements of Federal state educational standard of secondary professional education in the specialty 38.02.07 "Banking", approved by order of Ministry of education of Russia from 28.07.2014 No. 837. For st

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Bendyurina, Svetlana, Mihail Goncharov, and Denis Evstifeev. Constitutional law of Russia. INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1831634.

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In the textbook, in accordance with the requirements of the federal state educational standard of higher professional education of the third generation, from the standpoint of the current state of constitutional law, the issues of the course of constitutional law of Russia, the theory and practice of constitutional construction, constitutional and legal regulation of the structure of the state, the political system, society as a whole are systematically and fully disclosed. For university students studying in the direction of training 030900 " Jurisprudence "(qualification (degree)" bach

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Chupilkin, Yuriy, Yuriy Lyahov, Sergey Voroncov, and Sergey Nazarov. Law enforcement agencies of the Russian Federation. INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1867896.

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The textbook meets the requirements of the state educational standard for the discipline "Law Enforcement agencies", contains information about state bodies engaged in law enforcement activities, as well as non-governmental organizations designed to promote it, reflects changes in legislation on the judicial system, the bar, the notary, the prosecutor's office, bodies of inquiry and preliminary investigation, justice, internal affairs and the federal security Service. For students and teachers of educational institutions of secondary professional education of a legal profile, as well as

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Pashkevich, Aleksandr. Fundamentals of pedagogical technology design. The relationship between theory and practice. 4th ed. Publishing Center RIOR, 2021. http://dx.doi.org/10.29039/01864-4.

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The educational and methodological manual reflects the theoretical aspects of the basics of designing innovative pedagogical technologies. The article presents the practice of designing author's pedagogical technologies, selection criteria, creation algorithm and ways of designing new pedagogical technologies. As an example, the methodological support of the technology for the implementation of the system-activity approach in the educational process of the school, created taking into account the federal state educational standards of general education, the professional standard "Teacher", the

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Pospeev, Konstantin, Vitaliy Chernyh, Andrey Mayorov, and Il'mirovich Ruslan. Fire training. INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1845930.

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The textbook contains material on the legal foundations of the use of firearms, the basics of shooting, safety measures when handling weapons and ammunition, the material part of firearms and hand fragmentation grenades, the organization and conduct of shooting in the units of internal affairs bodies. The content of the textbook reflects the peculiarities of the formation of students' professional competencies in the academic discipline "Fire training" that meet the requirements of the Federal State Educational Standard of secondary vocational education in the specialty 40.02.02 "Law Enf

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Chapitres de livres sur le sujet "Philippine Professional Standard for Teachers"

Lansdown, Mike. "Teachers' Standard 8: fulfil wider professional responsibilities." In A Quick Guide to Meeting the Teachers' Standards Part 1. Routledge, 2025. https://doi.org/10.4324/9781041053965-9.

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Reid, Elspeth Christie. "Professional Negligence." In The Law of Delict in Scotland. Edinburgh University Press, 2021. http://dx.doi.org/10.3366/edinburgh/9781474416788.003.0011.

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This chapter begins by discussing in depth the general test, based upon the Scottish case of Hunter v Hanley, which assesses the conduct of professionals by reference to the “ordinary skill” demanded in that context. It also notes the standard applicable to tradespersons. The specific categories most commonly encountered in the case law are examined, including solicitors, surveyors, architects, accountants and auditors, teachers, the emergency services, and charitable organisations. In addition, the chapter notes the particular issues affecting medical professionals in relation to disclosure o

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Deneme, Selma, and Handan Çelik. "The Features of a Standard INSET." In Facilitating In-Service Teacher Training for Professional Development. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1747-4.ch001.

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Adopting a qualitative descriptive methodology, the current study aims to explore whats and hows of planning, delivery, and follow-up in in-service teacher training. While doing this, together with presenting the general picture of in-service teacher trainings in Turkey, the study also makes use of a delivered in-service teacher training program so as to find how issues regarding planning, delivery, and follow-up were dealt with. The data collected through semi-structured written interview and supported with informal dialogues and telephone conversations revealed what was done and how was done

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O'Neill, Shawn. "AI-Enabled Science Lesson Development for Pre-Service and Novice Teachers." In Advances in Higher Education and Professional Development. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-3904-6.ch006.

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This chapter explores the innovative use of Artificial Intelligence (AI) to assist new science teachers in crafting engaging and effective lesson plans when formal curriculum resources are scarce or unavailable. Recognizing the challenges educators face in contexts where standard curriculum materials are limited, this paper aims to empower both pre-service and novice teachers through AI-driven tools designed to facilitate the creation of comprehensive, age-appropriate, standards-aligned science lessons. By integrating AI into teacher preparation programs, educators can access valuable insights

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Jarvis, D. H. "Teaching Mathematics Teachers Online." In Teaching Mathematics Online. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-875-0.ch009.

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Online course offerings in continuing teacher education are rapidly becoming standard features for faculties of education involved with the professional development of in-service teachers. However, instructors of mathematics education courses which are offered online must navigate certain formidable obstacles in the planning and delivery of their online learning experiences. In an era of reform-oriented mathematics education (National Council of Teachers of Mathematics, 2000; Ontario Ministry of Education, 2005), which emphasizes the increased use of manipulatives, technology, groupwork, probl

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Kurawa, Gwadabe. "Examining Teachers' Professional Development for Promoting Inclusive Education in Displacement." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7703-4.ch016.

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Inclusive education, in most countries affected by an emergency or crisis, is focused on providing access to quality education for all children. Provision of quality education for all children, as discussed in much literature about education, is very much dependent on teacher quality. Improving and sustaining the quality of teaching is equally determined by the type of training and professional development offered to teachers. Teachers, however, in emergency contexts such as in the Northeast of Nigeria, may be recruited to improve student learning, having received little or no relevant trainin

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"5. Fugitive Pedagogy as a Professional Standard: Woodson’s “Abroad Mentorship” of Black Teachers." In Fugitive Pedagogy. Harvard University Press, 2021. http://dx.doi.org/10.4159/9780674259102-007.

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Biba, A. G., та M. S. Kapitanova. "PROFESSIONAL PRIMARY SCHOOL TEACHERS’ TRAINING FOR THE IMPLEMENTATION OF A SYSTEM-ACTIVITY APPROACH TO LEARNING IN INCLUSIVE EDUCATION". У ФИЛОСОФСКИЕ, СОЦИОЛОГИЧЕСКИЕ И ПСИХОЛОГО-ПЕДАГОГИЧЕСКИЕ ПРОБЛЕМЫ СОВРЕМЕННОГО ОБРАЗОВАНИЯ. ФГБОУ ВО «АлтГПУ», 2023. http://dx.doi.org/10.37386/2687-0576-2023-5-173-176.

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The article is devoted to the problem of preparing primary school teachers for the development of universal educational skills in accordance with the requirements of the educational standard in classes with pupils with developmental disabilities. Based on the analysis of theoretical provisions on professional pedagogical education and the data of the author’s empirical research of the implementation of the system-activity approach in inclusive education classes, the degree of readiness of primary school teachers for the development of educational self-activity of children with different educat

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Repenning, Alexander, Anna Lamprou, and Patrick Wigger. "The Rise of the Digital Polymath." In Advances in Educational Technologies and Instructional Design. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1479-5.ch011.

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A difficult challenge to computer science education is the systemic professional development of teachers. K-12 computer science education models limited to voluntary in-service teacher professional development may not reach a critical majority of teachers who are skeptical towards information technology, computer science, programming and computational thinking. The inclusion of computer science in a national K-12 education standard in Switzerland has made it possible to move beyond voluntary K-12 computer science education for in-service teachers to mandatory pre-service teacher education for

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Iyioke, Ifeoma Chika. "A Completely Structured Training on the Angoff Standard-Setting Method for Developing Critical-Thinking Skills of Teachers." In Handbook of Research on Critical Thinking and Teacher Education Pedagogy. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7829-1.ch015.

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This chapter presents a completely structured training (CST) for the Angoff standard-setting method. The CST was developed to address the challenges teachers face in making the required probability judgments about student performance. It includes a comprehensive curriculum and instruction, practice, and feedback to guide participants on task performance. Overall, the approach is useful for developing critical-thinking skills among teachers in the context of assessing and evaluating educational achievement. This chapter also describes and illustrates how to use the training to facilitate profes

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Actes de conférences sur le sujet "Philippine Professional Standard for Teachers"

Reston, Enriqueta, and Lisa Grace Bersales. "Reform efforts in training statistics teachers in the Philippines: challenges and prospects." In Joint ICMI/IASE Study: Teaching Statistics in School Mathematics. International Association for Statistical Education, 2008. http://dx.doi.org/10.52041/srap.08604.

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In the Philippines, the growing concern in the teaching of statistics at the secondary and tertiary levels is evident in various reform efforts initiated by individuals and professional groups of statisticians. This paper examines the past and on-going individual and institutional activities geared towards teacher training and preparation of statistics teachers in all levels of the Philippine educational system. It presents the Philippine experience as a good example of how the different individuals and groups work together to achieve reforms. Institutional efforts towards statistical capacity

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Rybakova, Lyaysan, and Gulfiia Parfilova. "Study of the Professional Standard Assessment by Young Teachers." In IFTE 2019 - V International Forum on Teacher Education. Pensoft Publishers, 2019. http://dx.doi.org/10.3897/ap.1.e0507.

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Kharisova, Inga. "CONTINUOUS EDUCATION OF TEACHERS IN PROSPECTIVE OF REALIZATION PROFESSIONAL STANDARD." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/3.4/s13.024.

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Li, Xiu. "Thinking on Special Education Teachers' On-the-job Training Based on the Professional Standard for Special Education Teachers." In 2017 International Conference on Culture, Education and Financial Development of Modern Society (ICCESE 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/iccese-17.2017.31.

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Nurgaliyeva, A. "The role of teaching practicum in the future biology teachers' professional training." In Challenges of Science. Institute of Metallurgy and Ore Beneficiation, Satbayev University, 2021. http://dx.doi.org/10.31643/2021.09.

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Currently, education is moving towards a modern quality standard, which implies the improvement of the training of students of pedagogical universities for their future professional activity. Accordingly, the priority is given to the problem of training future teachers in the period of teaching practicum, the potential of which is crucial as a “vital foundation” for personal experience in determining professional interests and needs, in mastering the methods of educational activities. In this regard, the scientific problem of training students for self-realization in the context of teaching pr

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Mark, Earl, Grace Aaraj, Joachim Kieferle, Marziah Zad, Nancy Cheng, and Ryan Maruyama. "The Architecture of Migration: Teaching Agency in Adaptive Refugee Housing." In 2021 ACSA Teachers Conference. ACSA Press, 2021. http://dx.doi.org/10.35483/acsa.teach.2021.28.

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Increasing man-made and natural disasters compel architecture educators to revisit how students as future practitioners can best address the challenges of housing a growing number of forcibly displaced people. The complexities of domestic and global contexts are difficult to generalize. Migrant demo¬graphics and their economic and political circumstances vary widely, as do time lines for resettlement and the possibility of eventual repatriation. The broad classifications of displaced people (e.g., refugee, asylum seeker, internally displaced people) do not illuminate distinct personal conditio

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Leavy, Aisling. "Next Steps in Statistics Education: Identifying Teacher Professional Development Needs for Teaching the Data Analysis Component of Primary Level Mathematics." In Next Steps in Statistics Education. IASE international Association for Statistical Education, 2009. http://dx.doi.org/10.52041/srap.09502.

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This study reveals the pedagogical decision making undertaken when designing instruction for primary level statistics. We report on the activity of five groups of preservice teachers when engaging in Lesson Study and identify the content and pedagogical content knowledge needed for teaching statistics. The research highlights the power of lesson study to reveal aspects of statistical reasoning that are drawn heavily upon in the teaching of statistics and identifies fundamental weaknesses in statistical understanding that may not be uncovered through standard methods of assessment. The paper co

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КУРАЧИЦКИ, Анжела. "Competence formation model for students specializing in pedagogy of primary education." In Interconexiunea dimensiunilor de formare profesională prin studii superioare de licență, master, doctorat în științe ale educației . Ion Creangă Pedagogical State University, 2023. https://doi.org/10.46727/c.09-12-2022.p27-33.

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In order to carry out purposeful preparation of students for professional activities, it is necessary to determine a set of competencies that are correlated with the functional duties of a primary school teacher in a modern school. For this purpose, it is important to develop a model for the formation of competencies of students – future teachers and substantiate its components. The implementation of the model is determined through the content of the academic disciplines of the university, considered both for general professional training and for private methods that give significant recommend

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Lonski, Jennifer Sanguiliano, Laurinda Lott, and Hank Van Putten. "PRINCIPLES FOR HOW WE TREAT EACH OTHER: EQUITABLE CONVERSATIONS IN OUR EDUCATIONAL AND PERSONAL SPACES." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end151.

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Educators have the unique opportunity to promote equity, change, and social justice ideals to an entire generation. Through daily lessons, classroom norms, and beliefs, classroom teachers can disrupt inequity among students. The Peace and Justice Institute (PJI) at Valencia College has worked with approximately 140 educators through the week-long PJI Teachers Academy over the past three years. This workshop explores the basis of the PJI philosophy, the Principles for How We Treat Each Other: Our Practice of Respect and Community Building (PJI Principles), and discusses social justice practices

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Sattarova, Aruzhan, and Natalya Ustelimova. "FEATURES OF THE ORGANIZATION OF FOREIGN LANGUAGE CLASSES BASED ON A META-SUBJECT APPROACH." In Modern pedagogical technologies in foreign language education: trends, transformations, vectors of development. ACCESS Press, 2021. http://dx.doi.org/10.46656/proceeding.2021.foreign.language(28).

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The ability to overcome life collisions, the ability to find new, non-standard solutions to problems - these qualities are relevant in the modern world. Changes in society entail changes in the upbringing of schoolchildren, and this is due to the individual, personal and professional qualities of a teacher, such as: organization, increased self-esteem and professional competence, focus on results. The level of development of children's creativity, their readiness to study at school and for life, also depends on the professionalism of teachers. It is the teacher, as a universal specialist, who,

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Rapports d'organisations sur le sujet "Philippine Professional Standard for Teachers"

Sinsay-Villanueva, Leih Maruss, Glenda Darlene Garcia, Valerie Lim, et al. Quality Education Starting with Teacher Education. Philippine Institute for Development Studies, 2025. https://doi.org/10.62986/dp2025.04.

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Teacher education and development in the Philippines face serious challenges, including underperforming teacher education institutions (TEIs), inadequate and often misguided professional development systems, and an unclear career progression track. A particular concern is the persistently low average passing rates in the Licensure Examination for Teachers (LET), indicating that underperforming TEIs dominate teacher production, crowding out graduates from better-performing TEIs. This study investigates the pre-service aspect of teacher quality, aiming to determine the indicators of quality in t

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Rivera, John Paolo, Leih Maruss Sinsay-Villanueva, Ivan Harris Tanyag, Jenard Berroya, Glenda Darlene Garcia, and Valerie Lim. Revitalizing the Philippine Education System: Facilitating Access and Participation to In-Service Training (INSET) and Teacher Professional Development (TPD). Philippine Institute for Development Studies, 2025. https://doi.org/10.62986/dp2025.14.

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Teaching quality is considered one of the foundations of student achievement and institutional performance. Consequently, linking in-service training (INSET) and teacher professional development (TPD) to student outcomes has been at the forefront of education research. This inquiry focuses on how to improve accessibility and participation in INSET and TPD programs to enhance teaching quality and revitalize the Philippine education system. Accessibility issues, allocation practices, and implementation challenges of INSET and TPD programs are examined. By triangulating data from document reviews

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Álvarez Marinelli, Horacio, Samuel Berlinski, Matías Busso, and Julián Martínez Correa. Improving Early Literacy through Teacher Professional Development: Experimental Evidence from Colombia. Inter-American Development Bank, 2022. http://dx.doi.org/10.18235/0004514.

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Teachers are the most fundamental input of students' learning. For this reason, developing teaching skills is a policy priority for most governments around the world. We experimentally evaluate the effectiveness of "Let's All Learn to Read," a one-year professional development program that trained and coached teachers throughout the school year and provided them and their students with structured materials. Following a year of instruction by the trained teachers, students' literacy scores in treated schools grew by 0.386 of a standard deviation compared to students in the control group. These

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Álvarez Marinelli, Horacio, Samuel Berlinski, Matías Busso, and Julián Martínez Correa. Research Insights: Can Training and Coaching Teachers and the Provision of Structured Materials Improve Early Literacy among First-Grade Students? Inter-American Development Bank, 2022. http://dx.doi.org/10.18235/0004606.

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AUTHORÁlvarez Marinelli, Horacio; Berlinski, Samuel; Busso, Matías; Martínez Correa, JuliánDATEDec 2022READ: English (4 downloads) View Online Download Spanish (5 downloads) View Online Download DOIhttp://dx.doi.org/10.18235/0004606A one-year teacher professional development program was effective at improving students literacy skills by the end of first grade (0.39 of a standard deviation in overall literacy proficiency). Literacy gains persisted through the second and third grades, even though teachers in those grades were not part of the program. Gains were homogeneous across students of dif

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Berdan, Robert, Terrence Wiley, and Magaly Lavadenz. California Association for Bilingual Education (CABE) Position Statement on Ebonics. Center for Equity for English Learners, 1997. http://dx.doi.org/10.15365/ceel.statement.1997.1.

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In this position statement, the authors write in support of Ebonics (also known as African American Vernacular English, Black English, Black Dialect, and African American Language) as a legitimate language. The linguistic and cultural origins of Ebonics is traced, along with its legitimacy by professional organizations and the courts. CABE asserts that the role of schools and teachers is therefore to build on students’ knowledge of Ebonics rather than replace or eradicate Ebonics as they teach standard English. This position statement has implications for teacher training.

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Schoen, Robert, Xiaotong Yang, and Gizem Solmaz. Psychometric Report for the 2019 Knowledge for Teaching Early Elementary Mathematics (K-TEEM) Test. Florida State University Libraries, 2021. http://dx.doi.org/10.33009/lsi.1620243057.

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The 2019 Knowledge for Teaching Early Elementary Mathematics (2019 K-TEEM) test measures teachers’ mathematical knowledge for teaching early elementary mathematics. This report presents information about a large-scale field test of the 2019 K-TEEM test with 649 practicing educators. The report contains information about the development process used for the test; a description of the sample; descriptions of the procedures used for data entry, scoring of responses, and analysis of data; recommended scoring procedures; and findings regarding the distribution of test scores, standard error of meas

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Morkun, Volodymyr S., Сергій Олексійович Семеріков, Svitlana M. Hryshchenko, and Kateryna I. Slovak. System of competencies for mining engineers. Видавництво “CSITA”, 2016. http://dx.doi.org/10.31812/0564/719.

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Topicality of the material, highlighted in this article is stipulated by the need to ensure effectiveness of educational process while preparing mining engineers. System of competencies for future mining engineers, taken as basis for high school sectoral standard for Mining 6.050301 update is theoretically substantiated and developed. Sources of state-of-the-art foreign educational system and technologies as well as scientific research results of local teachers have been analyzed, enabling development of new sectoral standard. Switching to new high school competencies-based sectoral standards

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