scholarly journals Aaron Antonovsky (1923–1994): The Personal, Ideological, and Intellectual Genesis of Salutogenesis

2022 ◽  
pp. 19-27
Author(s):  
Avishai Antonovsky ◽  
Shifra Sagy
Keyword(s):  
Professional Development ◽  
Founding Father ◽  
Personal Experiences ◽  
Aaron Antonovsky

AbstractThis chapter is of particular importance in the handbook. Written by Aaron Antonovsky’s son Avishai Antonovsky, and by one of his closest colleagues and former PhD student, Shifra Sagy, this chapter provides the first biography of the founding father of salutogenesis. The authors share their insight regarding the development of the salutogenic idea, by drawing lines connecting it to the person Aaron Antonovsky was. They were very close to Aaron for several decades, and their familiarity with his background contributes to understanding the development of salutogenesis. They shed some light on Aaron’s personal experiences, ideological beliefs, and professional development throughout his life, until the crystallization of the salutogenic idea.

scholarly journals Developing scholarly communication competencies: How a post-master’s degree residency program can provide career preparation

2021 ◽  
Vol 82 (4) ◽  
pp. 178
Author(s):  
Willa Tavernier
Keyword(s):  
Professional Development ◽  
Residency Program ◽  
Core Competencies ◽  
Scholarly Communication ◽  
Early Career ◽  
Career Preparation ◽  
Specific Reference ◽  
Residency Position ◽  
Personal Experiences ◽  
Communication Competencies

Scholarly communication librarianship is a messy field. Its margins are ill-defined and ever- changing. There is a lack of curricular training in library schools and a lack of opportunities for early-career candidates. As a result, preparing librarians for a scholarly communication career presents a challenge. In this piece I discuss this messiness and describe my personal experiences in a residency position, showing how these kinds of positions support the professional development of scholarly communication librarians, with specific reference to the NASIG Core Competencies for scholarly communication librarians.

How to Thrive in the Changing Landscape of Teacher Education

2018 ◽  
pp. 1389-1404
Author(s):  
Holly Henderson Pinter ◽  
Kim K. Winter ◽  
Myra K. Watson
Keyword(s):  
Professional Development ◽  
Decision Making ◽  
Teacher Candidates ◽  
Comprehensive University ◽  
Personal Experiences ◽  
Performance Based Assessment ◽  
Decision Making Processes ◽  
In The Beginning ◽  
Preservice Teacher Candidate ◽  
And Training

This chapter explores a number of issues for consideration when adopting and implementing edTPA as a summative performance-based assessment of preservice teacher candidate tasks. This chapter aims to offer guidance and support for programs in the beginning stages of implementation of edTPA. Each of the considerations includes a vignette from personal experiences at a regional comprehensive university in the southeast. Issues discussed include timeline for implementation, buy-in, decision-making processes, professional development and training, mapping, and next steps. The vignettes detail particular issues or concerns and include faculty, staff, and/or teacher candidates. Data used to develop the vignettes was collected via interviews, surveys, and reflections.

scholarly journals Models of Arts Teacher’s Professional Development

2020 ◽  
Vol 9 (6) ◽  
pp. 77
Author(s):  
Reni Haerani ◽  
Juju Masunah ◽  
Tati Narawati ◽  
Endang Rochyadi ◽  
Mujiarto Mujiarto
Keyword(s):  
Professional Development ◽  
Art Teachers ◽  
Dance Teachers ◽  
Personal Experiences ◽  
Literature Reviews ◽  
Inclusive Schools ◽  
Professional Development Model ◽  
Teacher Professional ◽  
Social Competences ◽  
Descriptive Method

This article aims to describe a model of professional development for art teachers in Indonesia. The model includes the ability to carry out basic tasks and functions as educators, namely pedagogical, professional, and social competences, especially for dance teachers in managing and providing education services to children with special needs. This qualitative research employed a descriptive method with literature reviews, observations, and personal experiences for data collection. The findings show that the teacher professional development model has been carried out by (1) the pre-professional phase, (2) the autonomous professional phase, (3) the collegial professional phase, but never the post-professional or postmodern phase. The activities are conducted as workshops, including discussions with colleagues, principals, and supervisors. This research recommends conducting continuous supervision and development to improve teachers’ competences in providing equitable services in concordance with the needs of inclusive schools.

scholarly journals Scaffolding Students’ Learning through Teacher’s Questioning

2021 ◽  
pp. 43-47
Author(s):  
Nazli Noor Marmin ◽  
◽  
Rohani Matzin ◽  
Rosmawijah Jawawi ◽  
Shamsinar Husain ◽  
...  
Keyword(s):  
Professional Development ◽  
Data Collection ◽  
Significant Role ◽  
Classroom Observations ◽  
Teachers Perceptions ◽  
Brunei Darussalam ◽  
Questioning Techniques ◽  
Personal Experiences ◽  
Professional Development Training ◽  
Higher Order Questioning

Questioning plays a significant role in teaching as teachers’ questions can help develop students’ learning and enhance students’ engagement in the classroom. The purpose of this study was to investigate on the types of questions asked by Commercial Studies teachers and on how they used questions to scaffold their students’ learning. The study focused on three secondary schools in Brunei Darussalam. The data collection processes involved classroom observations during Commercial Studies lessons and interviews with three teachers. The findings showed that the questions asked by Commercial Studies teachers varied according to the purpose of the lessons and teachers’ perceptions on the requirements of syllabus and examinations. Teachers were observed to have used questions to scaffold students’ learning by utilising lower-level questioning which focused on remembering, understanding and applying in order to engage the students with the new content. As the students progressed, the teachers began to employ higher order questioning which focused on analysing, evaluating and creating. As part of the process of scaffolding, the teachers drew on students’ personal experiences, linked what students had known to the new content, broke the questions into parts and offered clues or hints to the students. This study also recommended for teachers to be given professional development training to further improve their questioning techniques.

scholarly journals Activating the Teaching-Research Nexus in Smaller Universities: Case Studies Highlighting Diversity of Practice

2010 ◽  
Vol 7 (2) ◽  
pp. 140-158
Author(s):  
William E. Boyd ◽  
◽  
Meg O'Reilly ◽  
Danny Bucher ◽  
Kath Fisher ◽  
...  
Keyword(s):  
Professional Development ◽  
Staff Development ◽  
Case Studies ◽  
Panel Discussion ◽  
Development Program ◽  
Important Process ◽  
Dimensions Of Learning ◽  
Personal Experiences ◽  
Teaching Research

The teaching-research nexus (TRN) has become an important process in the modern University, providing both identity to university scholarship and a device for the integration of academics’ work. Over the last decade many reports have identified the need to both establish institution-wide processes to embed and support TRN, and assist in academic professional development in adopting TRN. This case study reports one such institutional project, focussing on one element of the staff development program, a TRN panel discussion by academics who have engaged TRN. The discussion was structured around the five TRN dimensions of: Learning through research; Research-led teaching; Researching teaching; Teaching informed research; Learning how to do research. By reflecting on their personal experiences, the presenters provided example and discussion of the diversity of options within TRN. In evaluating this event, we consider the diversity of subtlety of TRN. There are clearly advantages for students and staff alike, and TRN allows the curriculum to have a significant authenticity. In terms of teaching, research becomes a core learning tool and foundation of the curriculum. TRN then becomes the catalyst for merging boundaries between teachers and learners, lecturers and researchers: TRN becomes a truly twoway relationship.

Chapter 11: The interaction of training and observation in one teacher’s development

2020 ◽  
pp. 123-131
Author(s):  
Marc Jones
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Teaching Environment ◽  
Early Stages ◽  
Personal Experiences ◽  
Pedagogical Growth

Marc Jones discusses his story of professional growth in a large chain eikaiwa school and the affordances for training, reflection, and observation that he was able to capitalise on during the early stages of his career. Through his personal experiences in eikaiwa, Marc presents provides examples of ways in which he was able to proactively utilise the resources around him to stimulate his own pedagogical growth in a teaching environment lacking in formalised professional development opportunities.

Reflections on Personal Experiences of Staff Training and Continuing Professional Development for Academic Staff in the Development of High Quality Support for Disabled Students in Higher Education

2014 ◽  
pp. 1301-1318
Author(s):  
Alan Hurst
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Staff Development ◽  
Academic Staff ◽  
Continuing Professional Development ◽  
High Quality ◽  
Disabled Students ◽  
Personal Experiences ◽  
The Uk ◽  
Made In

Despite the progress made in the development of policy and provision for disabled students in Higher Education since the issue first received attention in the UK in 1974, there is still some way to go before a state of genuine inclusion is reached. The key to further improvement and enhancement of quality is seen to lie in training for staff. After presenting evidence showing the need for more and better training, a number of issues relating to initial training and continuing professional development are discussed. A number of sample tasks for inclusion in staff development sessions are described.

scholarly journals Professional Development for Teacher Educators: The Missing Link?

2017 ◽  
Vol 19 (1) ◽  
pp. 171-181
Author(s):  
Helen Lewis
Keyword(s):  
Professional Development ◽  
Student Teachers ◽  
Best Practice ◽  
Teacher Educators ◽  
Educational Systems ◽  
Research Activity ◽  
Doctoral Studies ◽  
Missing Link ◽  
Personal Experiences ◽  
Quality Professional Development

Within Wales, teacher training has been placed under considerable scrutiny (Estyn, 2012, 2013, 2015). The focus for future development in the sector has largely emphasised systems, models and structures. Within this article I will suggest why, in my own experience, ensuring high quality professional development opportunities for teacher educators is so important. For the purpose of this article, I will take the view that teacher educators are 'all those who actively facilitate the (formal) learning of student teachers and teachers' (European Commission, 2013: 8). The paper identifies some of the challenges facing teacher educators wishing to undertake professional development, such as practical issues, teacher educators' professional identity and the perceived value of different types of professional knowledge. It also considers the benefits of teacher educators undertaking research activity, and why these opportunities may contribute to the 'research-rich' educational systems that are highlighted as best practice (e.g. Leat et al., 2014). It aims to indicate why professional development in teacher education must not be the 'missing link' in educational reform. This article puts these challenges and benefits into context through reflection on the experiences I had during my doctoral studies. It therefore takes a retrospective narrative approach – I will provide 'rememberings, retrospections and constructions' (Freeman, 1984: 4) of my personal experiences of professional development as evidence.

scholarly journals The Impact of Foreign Language Learning on Foreign Language Teaching

2021 ◽  
Vol 2020 (1) ◽  
pp. 73
Author(s):  
Claire Murray ◽  
Paul Mathieson ◽  
Francesco Bolstad
Keyword(s):  
Professional Development ◽  
Foreign Language ◽  
Language Learning ◽  
Teacher Development ◽  
Foreign Language Learning ◽  
Foreign Language Teaching ◽  
Preliminary Results ◽  
Personal Experiences ◽  
Efl Teachers ◽  
The Impact

Can learning a foreign language make you a better foreign language teacher? This practice-oriented paper discusses the advantages of EFL teachers learning beginner-level French as a foreign language (FFL) for teacher development. In this paper, the authors, the teacher, a student, and the administrator of the FFL class, summarize the implementation and structure of this ongoing FFL class and describe the benefits and goals of the class for professional development. To better understand the efficacy of foreign language learning on EFL teaching, the authors consider how this class reflects current practices and research in the field of professional development. These reflections are further supported by the participants’ personal experiences collected through two qualitative class surveys. The preliminary results indicate that the FFL class was beneficial for those involved and helped the participants to improve personally and professionally; limitations and potential future improvements to the course are also discussed. 外国語を学ぶことによって教師はより良い外国語教師になれるのか？本研究では、教師の育成を目的として、初級レベルのフランス語（FFL）を学ぶことでもたらされる効果を検証した。本論では、FFLクラスの教師、学生、および管理者が進行中のクラスの実施状況と構造をまとめ、専門能力開発の為の利点と目標を論じた。。また、当該クラスの効果を検証するために、開講の狙いとクラスに対する2回の質的調査結果を比較し分析を行った。その結果、FFLクラスはすべての目標を少なくとも部分的に達成したという点で有益である一方、参加者の時間と作業負荷への影響が重大な課題であることが明らかになった。

scholarly journals USING NARRATIVE INQUIRY TO EXAMINE TEACHERS' IDENTITY VIA FACEBOOK NARRATIVES

2021 ◽  
Vol 37 (2) ◽  
Author(s):  
Mai Ngoc Khoi ◽  
Tran Thi Long
Keyword(s):  
Professional Development ◽  
Social Networks ◽  
Narrative Inquiry ◽  
Identity Formation ◽  
Dual Process ◽  
Teaching English ◽  
Teaching Experiences ◽  
Personal Experiences ◽  
One Year ◽  
Depth Interviews

Identity is the result of one's personality, upbringing, learning and working experience. This article presents the results of a research on the personal identity of a lecturer teaching English at a university in Vietnam. The article analyzes the teacher's shared narratives on Facebook about his life and teaching experiences. In-depth interviews were conducted over a one-year period following narrative inquiry procedure. The paper shows the complexity of the participant's four intertwined identities as well as the potential of Facebook as an online platform to share and reflect on personal experiences, thereby allowing readers to engage in a dual process of identification and negotiation of meanings ​​in identity formation. Social networks have the potential to mitigate the isolation of teachers in their pursuit of professional development activities and to promote the formation and development of professional communities.

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