The Algerian Newly Recruited Teachers’ Attitudes Toward Professional Development

2019 ◽  
pp. 227-245
Author(s):  
Sid Ali Selama
Keyword(s):  
Professional Development ◽  
Teachers Attitudes

scholarly journals Evaluation of Methodology: Qualitative Studies about Mobile Technology Implementation in Education

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Tsoghik Grigoryan
Keyword(s):  
Professional Development ◽  
Educational Technology ◽  
Mobile Technology ◽  
Technology Implementation ◽  
Qualitative Studies ◽  
Technology In Teaching ◽  
Language Classroom ◽  
Pros And Cons ◽  
Teachers Attitudes ◽  
Over Time

The description and understanding of the learning has changed significantly over time and is still in its transformational modern stage, which necessitates exploration and investigation of the pros and cons of innovative changes in the field of education. Some teachers resist those changes and do not feel comfortable teaching through or with mobile technology as they do not want to look incompetent when they are unable to troubleshoot. The purpose of this paper is to evaluate the methodology of qualitative studies conducted on the integration of mobile technology in language classroom and teachers’ attitudes towards using technology in teaching. The paper aims at examining 15 studies published in educational journals between 2006 and 2016. The articles discuss two aspects of educational technology: mobile technology integration in education and teachers’ attitudes and professional development for implementing technology in language classroom.

Digitalization of K-12 Teacher Training

2021 ◽  
pp. 123-144
Author(s):  
Linda M. Forrest
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
School System ◽  
Phenomenological Study ◽  
Face To Face ◽  
System Leaders ◽  
Blended Professional Development ◽  
Face To Face Learning ◽  
Teachers Attitudes ◽  
K 12

This chapter explores the need for reform in teacher training and professional development of K-12 teachers. Barriers caused by traditional models of professional development courses will be addressed. Information from a phenomenological study investigating teachers' attitudes, perceptions, and motivations regarding blended professional development will provide guidance and insights on the value of blended learning methods. An author-created theoretical framework for blended online professional development, which combines the convenience of online learning with face-to-face learning communities, will be shared. The chapter concludes with recommendations for school system leaders on how to meet the needs and desires of teachers, as well as for the digitalization of teacher training to reform professional development practices and promote 21st century skills for both staff and students.

Teachers’ attitudes about professional development in high-SES and low-SES communities

2009 ◽  
Vol 3 (2) ◽  
pp. 67-77 ◽  
Author(s):  
Bruce Torff ◽  
David Sessions
Keyword(s):  
Professional Development ◽  
Low Ses ◽  
Teachers Attitudes

scholarly journals "My assumptions were wrong": Exploring teachers' constructions of self and biases towards diverse families

2014 ◽  
Vol 1 (2) ◽  
pp. 24-46 ◽  
Author(s):  
Stephanie C. Smith ◽  
Tina M. Smith-Bonahue ◽  
Olivia R. Soutullo
Keyword(s):  
Professional Development ◽  
School Engagement ◽  
Family Engagement ◽  
Developmental Theory ◽  
Attitudes And Beliefs ◽  
Constructive Developmental Theory ◽  
Diverse Families ◽  
Constructive Developmental ◽  
Teachers Attitudes ◽  
Belief Changes

Family engagement in young children’s education is widely touted as valuable, but challenging, particularly for teachers in high need, highly diverse schools. Professional development efforts in this area often fall short, in part due to the difficulty inherent in changing teachers’ attitudes and beliefs. This study uses Kegan’s (1982) Constructive Developmental theory as a framework for understanding teachers’ belief changes as the result of course designed to improve family-school engagement.

scholarly journals Social Sustainability and Professional Development: Assessing a Training Course on Intercultural Education for In-Service Teachers

2019 ◽  
Vol 11 (5) ◽  
pp. 1238 ◽  
Author(s):  
Michele Biasutti ◽  
Eleonora Concina ◽  
Sara Frate
Keyword(s):  
Professional Development ◽  
Middle School ◽  
Middle School Teachers ◽  
Social Sustainability ◽  
Intercultural Education ◽  
School Teachers ◽  
Training Course ◽  
Mass Migration ◽  
Professional Development Training ◽  
Teachers Attitudes

Background: World-wide migration is one of the most important issues of the 21st century. One crucial problem that has arisen as a result of mass migration is how school teachers are taught to use methods and tools that both support intercultural education and the promotion of inclusion as a core pedagogical construct. For these reasons, it is unsurprising that there is an increased need for studies within the field of social sustainability that consider the effects of professional development for teachers. Methods: The current paper presents the assessment of a professional development training course on intercultural education addressed to Italian primary and middle school teachers. The course was framed within a sociocultural approach and had a learner-centered focus. The research methodology used within our research involved a qualitative method to assess the effects of the training course activities. The perceived professional development was analyzed through the administration of an open question survey addressed to the teachers that attended the training course. Results: The qualitative analysis revealed the following themes: Teachers’ attitudes, teaching methods and instruments, community of practice, positive features of the course, course weaknesses, and suggestions for improvement. The results of this analysis showed that the training course was an occasion for teachers to discuss different pedagogical approaches, teaching strategies, and practices in intercultural education. Conclusion: The findings suggest that the activities created an environment for teachers to reflect upon their teaching approaches and practices. Our research shows that professional development interventions of this kind may help to improve intercultural pedagogical abilities among primary and middle school teachers.

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