scholarly journals Professional development of teachers in the context of digitalization of education: from conceptual ideas to practice

2021 ◽  
pp. 5-15
Author(s):  
Nikolay V. Antonov ◽  
Olga A. Ivanova
Keyword(s):  
Professional Development ◽  
Formal Education ◽  
Educational Organization ◽  
Regional Features ◽  
Self Development ◽  
Professional Development Of Teachers ◽  
Teachers Professional Development ◽  
Almost All ◽  
Pedagogical Literature ◽  
Descriptive Method

The article presents the results of a study of the practice of teachers professional development in the context of digitalization of education carried out in order to identify the features of teachers professional development and the main conceptual ideas implemented in different countries. The article examines the practice of teachers professional development in other countries as well as in a number of Russian regions. The analysis of pedagogical literature and scientific articles was carried out using the method of apperception and the descriptive method. The use of apperception method allowed us to expand information about the existing professional development practices implemented in different countries and regions. The use of descriptive method in working with scientific literature made it possible to select articles based on keywords, descriptors. In this study, the following phrases were used as descriptors: professional development of teachers, concepts of professional development of teachers, advanced training of teachers, practice of professional development of teachers. As a result, practices of teachers professional development have been identified that have both similar conceptual ideas and some national or regional features. Two of the conceptual ideas reflected in almost all countries are particularly noteworthy: that of continuity and that of personalization of teachers professional development in the context of education digitalization. Implementation of these ideas makes it possible to ensure continuous professional development of a teacher taking into account his or her professional experience, expertise, professional competencies and interests, as well as the interests and demands of the educational organization in which he or she works. The implementation of these ideas is carried out through integration of formal and non-formal education, as well as through self-education and self-development of teachers in the context of education digitalization.

scholarly journals A Two-prong Approach for Enhancing Teaching and Learning for 21st Century skills Development in Oyo State, Nigeria

2020 ◽  
Vol 2 (1) ◽  
Keyword(s):  
Professional Development ◽  
Secondary Schools ◽  
21St Century ◽  
Teaching And Learning ◽  
Formal Education ◽  
Survey Design ◽  
Instructional Delivery ◽  
Continuous Professional Development ◽  
Professional Development Of Teachers ◽  
The Impact

Formal Education in the 21st Century is focused on the development of learners’ skills and competencies essential to navigate the complexities and uncertainties of the age. Effective acquisition of these skills in the school is predicated on adequate provision of technological resources, adequate school infrastructure and continuous professional development of teachers for innovative instructional delivery. Therefore, this study was carried out to investigate the extent to which infrastructural provisions and continuous professional development of teachers in secondary schools in Nigeria support the development and acquisition of 21st Century teaching and learning skills. The study which adopted the impact of school infrastructure on learning by Barrett et al.as a conceptual framework, used descriptive survey design. Two self-constructed instruments were used to collect data from (20) selected secondary schools, (50) teachers and (200) students. Data were analysed using frequency count, percentage score, mean, and standard deviation. Findings showed that the schools visited lack infrastructural provisions, the teachers do not have the requisite skills and the students are not aware of any other means of learning different from the conventional styles offered by their teachers. Therefore, this study offered a two-prong approach of immediate provision of technological infrastructure for schools and the development of teachers’ professional skills through focused training targeted at enhancing their technological instructional delivery skills.

scholarly journals Personal and professional development of additional education teacher in the course of methodological work

2021 ◽  
Vol 98 ◽  
pp. 04014
Author(s):  
Zhanna Chaykina ◽  
Mariia Mukhina ◽  
Marina Gruzdeva ◽  
Olga Cherney ◽  
Olga Golubeva
Keyword(s):  
Professional Development ◽  
Development Strategy ◽  
Professional Competence ◽  
Action Plan ◽  
Educational Organization ◽  
Education Teacher ◽  
Self Development ◽  
Professional Self ◽  
The Individual ◽  
Additional Education

The contemporary development strategy of Russian education puts forward several requirements for the system of additional education for children and teachers engaged in this field. The teacher must have the ability to self-development and self-improvement, be engaged in creative and innovative activities. The authors note that in the current conditions, the teacher must choose the only correct trajectory of professional advancement that will lead to the achievement of the desired results. The individual trajectory of personal and professional development of a teacher can be represented as a trajectory of professional self-development and self-improvement of a teacher of additional education in the course of teacher’s methodological work. The purpose of the current research is to develop, theoretically substantiate, and experimentally test the program for implementing an individual trajectory of personal and professional development of additional education teacher in the course of teacher’s methodological work. Implementation of individual trajectories of personal and professional development of additional education teachers in the educational organization involves the development of a specific action plan of the heads of departments, educational and methodological service of the institution, as well as very additional education teachers. The tasks of the educational and methodical service of an educational organization in this process are aimed at encouraging teachers, attracting them to innovative activities, various types of methodological work, and providing pedagogical and methodological support. The use of individual trajectory of personal and professional development in the course of organizing methodological work in the educational organization of additional education contributes to an increase in the professional competence of teachers as well as the development of their interest in this process.

scholarly journals DIGITAL TWIN OF THE POSTGRADUATE EDUCATION INSTITUTION AS AN ECOSYSTEM OF PROFESSIONAL DEVELOPMENT

2021 ◽  
pp. 33-41
Author(s):  
Tamara Sorochan ◽  
Lyubov Kartashova ◽  
Andrii Hurzhii
Keyword(s):  
Professional Development ◽  
Information Exchange ◽  
Formal Education ◽  
Postgraduate Education ◽  
Educational Practice ◽  
Education Institution ◽  
Educational Process ◽  
Practical Implementation ◽  
Digital Learning ◽  
Teachers Professional Development

The article highlights new views on the possibilities of teachers’ professional development in postgraduate education system, due to the transition from learning management systems (LMS) to the next generation digital learning environment (NGDLE) as an ecosystem of digital tools to support the activities of subjects of the educational process. For the first time, the authors have revealed the signs of environmental friendliness of the NGDLE, have characterized it as an open, stable, safe and comfortable system for subjects of the educational process, providing information exchange between them, as well as between them and the world around them. Such digital ecosystems are created as digital twins of the real postgraduate education institutions for the efficient lifelong learning and teachers’ professional development. The practical implementation of these new generation concepts has been presented on the example of the Ukrainian Open University of Postgraduate Education, designed to organize and support non-formal postgraduate education. It has become a complex of digital solutions aimed at the implementation of EdTech with a priority in the successful functioning of virtual chairs, conducting the educational process (formal/non-formal education), professional development of students and teachers, attracting people from different regions of the country to training and teaching, highlighting innovative educational practice, etc.

Study on Model and Strategy of Promoting the Professional Development of Teachers under the Network Environment

2014 ◽  
Vol 644-650 ◽  
pp. 5602-5605
Author(s):  
Le Hui Huang ◽  
Bin Gui
Keyword(s):  
Professional Development ◽  
Network Environment ◽  
Development Models ◽  
Professional Development Of Teachers ◽  
Professional Development Models ◽  
Teachers Professional Development

Education information puts forward new requests to teachers’ professional ability, at the same time, the network environment also provides rich tools, resources and services for teachers’ professional development. The paper summarizes the connotation of teachers’ professional development, models of teachers’ professional development, and strategies of promoting teachers’ professional development.

scholarly journals PATHWAYS FOR TEACHERS’ PROFESSIONAL DEVELOPMENT AND PREADAPTATION OF PARENTS IN DIRE STRAITS

2020 ◽  
pp. 24-29
Author(s):  
O. A. Ivanova ◽  
М. М. Shalashova
Keyword(s):  
Professional Development ◽  
Flipped Classroom ◽  
Formal Education ◽  
Medical Condition ◽  
Term Treatment ◽  
Medical Setting ◽  
Course Content ◽  
Long Term Treatment ◽  
Life Circumstances ◽  
Teachers Professional Development

The article deals with the issue of teachers’ professional development and professional preadaptation and retraining of parents who found themselves in difficult life circumstances due to their child’s serious medical condition and consequently have to change jobs. The article presents MCU’s innovative experience in implementing professional development programmes for teachers and parents in the medical setting. Modular professional retraining programmes allow students to choose the units that fit their educational needs and help them follow their own educational tracks. The article describes the process of creating academic programmes for students’ individual professional development with the help of distance-learning management platforms Moodle and Microsoft Teams. This enables students to work and study at their own pace. We have arrived at the conclusion that at times it is worth using the flipped classroom model and strategy, when students study the course content independently and later take part in discussions and question sessions, exchange their experiences and work on different case studies. Since last year there have been changes in the content, technologies and methods of working with this particular group of students. For instance, there is now an opportunity to add and use resources of non-formal education sphere. After parents successfully complete the course of study, they qualify as tutors who can assist students getting long-term treatment. This can help parents solve two problems. First, it will give them an opportunity to find a new job in the field they qualified in. Then, they will be able to provide professional psychological assistance and academic support to their children in difficult life circumstances.

scholarly journals Akmeprofesiogenez teacher of the new Ukrainian school in the knowledge society

Osvitolohiya ◽  
2018 ◽  
pp. 38-43 ◽  
Author(s):  
Victoria Sydorenko
Keyword(s):  
Professional Development ◽  
Social Order ◽  
Spiritual Development ◽  
Informal Education ◽  
Formal Education ◽  
Knowledge Society ◽  
Professional Activity ◽  
Professional Roles ◽  
Self Development ◽  
Key Competencies

Under the Concept «New Ukrainian School» implementation, the educational community received creative modernization challenges, in which the social and professional mission of the teacher changes in the context of European professionalism, while preserving the best mental Ukrainian characteristics. In the system of the New Ukrainian school, the professional development of a teacher implies his self-development and self-realization throughout his life as actual socio-cultural priorities and meanings. Such a social order highlights the need for training specialists who meet the challenges of a society of knowledge capable of continuous intellectual, cultural and spiritual development throughout their lives through formal and non-formal education, focused on preserving, multiplying and transferring humanistic social values, assimilation of new professional roles and functions. The article continues the cycle of publications by the author devoted to the development of theoretical and methodical principles for the acmeprofessionogenesis of the teacher of the New Ukrainian School in the system of continuous education. The explication of the basic concepts of acmeprofessionogenesis of the teacher, the «knowledge society», «continuous professional development», «acmeprofessional», «formal education», «informal education», «informational education» is carried out. Pedagogical acromeprofessionogenesis is defined as continuous prolonged process of professional development of a teacher in the conditions of formal, informal and informal education, comprehensive formation of personality and professional, including the successive periods of its self-realization and self-examination, changes and transformations of the psychological structure of professional activity, motivational sphere, values-ideological landmarks, development of key competencies, assimilation and implementation of innovative professional roles and functions. The basis of acmeprofessionogenesis of the teacher of the New Ukrainian school is the transformation of four aspects into their integrity and interdependence: biological, mental, spiritual and professional. The acmeprofessionogenesis of the teacher is traced through his continuous self-development and self-actualization as actual socio-cultural priorities and meanings. One of the key competencies is life-long learning through formal, informal and informal education. Alternative models, forms of improvement of qualification of the teacher of the New Ukrainian school are considered.

scholarly journals Rebuilding School Culture and Promoting Teachers’ Professional Development

2021 ◽  
Vol 5 (10) ◽  
pp. 61-66
Author(s):  
Cunrong Wang
Keyword(s):  
Professional Development ◽  
School Culture ◽  
School System ◽  
Educational Theories ◽  
Professional Development Of Teachers ◽  
Teachers Professional Development

School culture is an important carrier for teachers’ professional development. It is also a double-edged sword that can either promote or hinder the professional development of teachers. The improvement of teachers’ professional development fundamentally lies in the reconstruction of school culture. School culture is derived from the school system because the system creates the environment that determines professional development. The improvement of school culture is achieved through learning because learning can create a solid platform for teachers’ professional development. Principals should rebuild their relationships with their schools and teachers, while teachers should rebuild their relationships with other teachers and their students as well as between their own practices and educational theories.

scholarly journals Teachers’ Professional Development Courses to Ensure Quality Education

2015 ◽  
Vol 2 ◽  
pp. 302
Author(s):  
Karīna Brikmane
Keyword(s):  
Professional Development ◽  
Sustainable Development ◽  
General Education ◽  
Development Strategy ◽  
Quality Of Education ◽  
The Sustainable Development ◽  
Modern Education ◽  
Professional Development Of Teachers ◽  
Teachers Professional Development

The focussed professional development of teachers ensures the quality of modern education. In the context of life-long education, each teacher has to develop their professional and personal competence, to ensure the development of general and professional skills and for teachers to be able to face new challenges and undertake their tasks in non-traditional, but well argued ways, because education strengthens intuition, confidence and the ability to knowingly transform acquired experience into innovation. The issue in the research establishes the contradictions seen within society between the goals set in education and their implementation in the teaching process. Attention has been focussed in this research on the current national situation in the professional development of teachers, gathering information on what is offered and researching the improvements needed for a modern adult learning process. The importance of the research was established by the need for changes in general education and the implementation of sustainable development principles. The main strategic principles, the observation of which could significantly increase the possibility of development are prescribed by the “Sustainable Development Strategy of Latvia until 2030”. They are – innovation, tolerance, co-operation and participation, which should also be included in the content of teachers’ professional development courses, in this way directly influencing the improvement of the quality of education as well.

scholarly journals Construction of an Individual Educational Trajectory as a Way to Reveal the Personal and Professional Potential of a Future Teacher

2020 ◽  
Vol 9 (7) ◽  
pp. 73
Author(s):  
Anna I. Klieba ◽  
Yuliia O. Bludova ◽  
Nataliia A. Galushko ◽  
Olena H. Pavlova ◽  
Nataliia V. Pylypenko
Keyword(s):  
Professional Development ◽  
School Context ◽  
Continuing Professional Development ◽  
Future Teacher ◽  
Induction Programs ◽  
Personal Support ◽  
Academic Paper ◽  
Teachers Professional Development ◽  
Almost All ◽  
Teachers Training

The construction of an individual educational trajectory changes due to a change in approaches to the personal and professional potential of the future teacher. Provided that the acquisition of professional skills by a teacher has not required constant training throughout life, then the modern environment requires a systematic updating of skills and advanced training. In fact, approaches to training and the role of the teacher in the educational environment are changing. Based on an integrative literature review, the trends of individual educational tools for the development of the personal and professional potential of a future teacher within EU have been investigated. The academic paper has revealed significant differences regarding the disclosure of personal and professional potential of future teachers within EU. Differences include: teachers’ training, the establishment of additional requirements for teachers in addition to curricula, regulating teachers’ mobility, professional and personal support, continuing professional development. The article has stated that induction and mentoring for new teachers is widespread within EU and legally established in most European countries. The investigation attests to the fact that induction may play a key role in supporting teachers’ professional development. Induction programs combine elements of mentoring, training, peer review, and scheduled meetings with school principals and colleagues to provide personal, social, and professional support. Induction activity is connected with increased self-efficacy and job satisfaction. Mentoring programs are designed taking into consideration the school context. Pupils’ knowledge, classroom pedagogy, assessment of pupils and harmonization of curriculum standards differ significantly between primary and secondary schools. Supporting measures to promote teachers’ participation have been developed in almost all EU countries.

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