Teacher Training as a Contribution to Teachers’ Professional Development: Conclusions from a Research Programme to Foster Professional Error Competence in Accounting

2017 ◽  
pp. 115-120
Author(s):  
Jürgen Seifried ◽  
Eveline Wuttke
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
Research Programme ◽  
Teachers Professional Development

scholarly journals IMPROVEMENT OF PROFESSIONAL TEACHER DEVELOPMENT IN THE SYSTEM OF POSTGRADUATE EDUCATION

2016 ◽  
pp. 143-152
Author(s):  
Olena Volyarska
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
Teacher Development ◽  
Professional Education ◽  
Professional Competence ◽  
Educational Innovation ◽  
Postgraduate Education ◽  
Practical Experience ◽  
Full Time ◽  
Teachers Professional Development

Comprehensive analysis of scientific studies of national and foreign scientists showed that the problem of the teachers’ professional development improvement has been represented in theoretical and practical philosophical, psychological and pedagogical science. The analysis of development of the postgraduate education tendencies, life-long professional education of adult learners, long-term scientific and pedagogical experience have revealed the relevance of research in the improving of the teachers professional development. This research has been appropriated by the increased requirements for postgraduate education and traditional approaches to the development of the teachers’ professional competences and by the necessity to cope with the existing stereotypes, changing attitudes and approaches to the teachers’ professional growth.The aim of the research is to identify the spheres of improvement for the professional development of teachers in the system of postgraduate education.The interpretation of the teachers’ professional development has been defined as an increase of their professional competence in the result of practical experience and prolonged purposeful and coordinated self-education in the conditions of formal, non-formal and informal adult education.The main directions of improvement of Ukrainian teachers’ professional development in our in-service teacher training include: 1) systematic implementation of educational innovation in postgraduate education content; 2) development of the blended forms of teacher training for providing educational possibilities for various special optional courses, trainings and seminars on full-time training conferences, consultations, participation in online conferences, electronic forums, chats on the distance remote basis; 3) creation of a system of the various modular courses and teacher trainings, which provides a clear definition, diagnosis and monitoring of professional competence components, based on a modular educational technology and which is one of the modern innovations in adult education; 4) development of partnership subject-subject interaction in in-service training, where the participants of training activities are oriented to the professional development, personal and professional growth.The results of studies have stated that a comprehensive personal training for teachers should be oriented to the development of their willingness to increase the effectiveness of the professional activities. In the further researches we consider the necessity of studying and generalization of international and national databases on the teachers’ continuous professional development.

scholarly journals Teachers’ Professional Development to Enhance ELT: Needs Analysis for Developing Teacher Training Program in an EFL Context

2016 ◽  
Vol 21 (1-2) ◽  
pp. 40-53
Author(s):  
Janak Singh Negi
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
Training Program ◽  
New Teacher ◽  
Learning Context ◽  
Teacher Training Program ◽  
Efl Context ◽  
Efl Teachers ◽  
Teachers Professional Development ◽  
Context Specific

Developing any new teacher training program for Teachers’ Professional Development (TPD) should start from where the teachers are and what they actually need, which is very essential to bring out innovation and improvement in the field of ELT. The present study represents teachers’ voices from Far Western and Mid-Western part of Nepal based on the survey data collected from EFL teachers. The researcher reached to the conclusion that teachers should be trained and given opportunities on how to put the existing knowledge in to practice according to the learning context, needs and available resources creating their own context specific methodology keeping oneself up to date with global practices including the integration of ICT in the field of ELT. Journal of NELTA, Vol. 21, No. 1-2, 2016, Page:40-53

scholarly journals Supporting Teachers on Their STEAM Journey: A Collaborative STEAM Teacher Training Program

2021 ◽  
Vol 11 (3) ◽  
pp. 105
Author(s):  
Katherine L. Boice ◽  
Justina R. Jackson ◽  
Meltem Alemdar ◽  
Analía E. Rao ◽  
Sabrina Grossman ◽  
...  
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
Training Program ◽  
Teacher Training Program ◽  
School Year ◽  
Mixed Methods Evaluation ◽  
Steam Education ◽  
Teacher Training Programs ◽  
Teachers Professional Development ◽  
Supporting Teachers

There is growing enthusiasm for STEAM education in preparing students for an increasingly complex world. However, implementing STEAM in the classroom can be challenging for educators, as it may require collaboration across disciplines, increased workload, and understanding the nature of STEAM integration. This paper details a mixed-methods evaluation of a year-long STEAM teacher training program, in which a STEM teacher and an arts teacher collaborated to design and implement integrated STEAM lessons at each of the nine participating schools (n = 17). The training program consisted of a 5-week summer professional development experience, followed by ongoing financial, material, and pedagogical support during the school year, made possible by the partnership of the schools, a university, and community organizations. Findings from surveys, focus groups, and written reflections suggest that, despite certain challenges, aspects of the training program supported teacher implementation of STEAM. Participation in the program impacted teachers’ collaboration, pedagogy, self-efficacy, and arts integration practices. The findings offer insight into the forms of support that teachers deem important in STEAM teacher training programs and the benefits of such a program for teachers’ professional development.

scholarly journals Teachers’ Professional Development on Digital and Media Literacy. Findings and recommendations from a European project

2017 ◽  
Vol 9 (2) ◽  
pp. 10-19
Author(s):  
Maria Ranieri ◽  
Isabella Bruni ◽  
Anne-Claire Orban de Xivry
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
Media Literacy ◽  
Digital Literacy ◽  
Future Research ◽  
European Project ◽  
Ex Post ◽  
Teacher Training Programs ◽  
Teachers Professional Development ◽  
European Training

Abstract Media and digital literacy are being increasingly recognized as a fundamental competence for teachers of 21st century, but teachers’ professional development is still far from coping with this emerging need. This paper aims at providing some recommendations for integrating media literacy into in-service teacher training programs. To this purpose, it will present the results of the experimentation carried out in three European training institutions within the framework of the European project e-MEL (e-Media Education Lab, 2014–17). The overall training process was monitored and evaluated ex-ante, ongoing and ex-post. This paper illustrates and discusses the main findings of the experimentation focusing on strengths and challenges for implementing a teacher training program on digital and media literacy. It concludes with some recommendations and more general reflections on future research directions.

scholarly journals PENGARUH PELATIHAN GURU TERHADAP KINERJA GURU MELALUI PENGEMBANGAN PROFESIONAL GURU MADRASAH IBTIDAIYAH SE-KOTA BATU

2021 ◽  
Vol 2 (1) ◽  
pp. 144-157
Author(s):  
Rindra Risdiantoro
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
Performance Improvement ◽  
Social Relations ◽  
Quantitative Research ◽  
Teacher Performance ◽  
Total Sample ◽  
Research Approach ◽  
Questionnaire Data ◽  
Teachers Professional Development

This study aims to 1) examin the effect of teacher training on improving the teachers performance of MI tecahers in Batu City through teachers professional development mediation, 2) explain the effect of training and professional development on the performance of MI teachers in Batu City, 3) explain the performance of MI teachers in Batu City. This research uses quantitative research approach with correlational causality type. The population are 215 MI teachers in Batu City, with a total sample of 65 teachers. Data collection instruments use questionnaire. Data analysis use Path Analysis. The result of this research are 1) there is a positive and significant effect of teacher training on improving the performance of MI teachers in Batu City through teachers professional development mediation, 2) training and professional development have a positive and significant effect on the teacher performance improvement of MI teachers in Batu City, 3) in high category of teachers performance of MI teacher in Batu City shows skilled teachers in teaching, skilled in management, discipline, regularity and good social relations.

scholarly journals Professional preparation and training of teachers – selected issues

Osvitolohiya ◽  
2017 ◽  
pp. 149-155
Author(s):  
Alisa Khruzd-Matushchyk ◽  
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
Professional Training ◽  
Professional Preparation ◽  
Professional Work ◽  
Professional Teacher ◽  
The Subject ◽  
Teachers Professional Development ◽  
And Training

The subject of teachers’ professional training and improvement requires particular care and attention, it provides inspiration to think over the current potentialities of teachers’ professional development and preparing them for work. Becoming a good educator requires time, which is not the most important factor of professional development. During university studies and over the consecutive years of their professional work, teachers collect experiences. However, their workshop should not be constructed only on the basis of experience. Professional teacher training is the field owing to which teachers supplement their knowledge and acquire new skills, indispensable in the dynamic and demanding work of an educator. What is undertaken in this study are the issues of functioning in the teacher’s profession – from educating university students to the challenges of professional work. The article consists of several parts. The first is dedicated to the educating of teachers, the next to the significance of teaching internships in the process of preparing for professional work. The third part comprises the characterization of some selected fields of teacher training and different possibilities of developing professional and personal competences are indicated here. The study is completed with a recapitulation.

scholarly journals Teachers’ Engrossment in Professional Development in Surkhet Valley

2015 ◽  
Vol 4 ◽  
pp. 81-90
Author(s):  
Mukunda Kumar Giri
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
School System ◽  
Educational Development ◽  
Development Program ◽  
Secondary Level ◽  
The Other ◽  
Training Center ◽  
Development Initiatives ◽  
Teachers Professional Development

Since 2010, National Center for Educational Development (NCED) has extended teachers’ professional development program for in-service teachers to Resource Centre (RC) level while the service of the then 10 month teacher training was limited to Education Training Center (ETC) (NCED, 2011). All the secondary level teachers have got at least one opportunity to attend Teachers’ Professional Development (TPD) training in these last three years in Surkhet district. In institutional schools, teachers are deprived of such opportunities; however, they are seen equally potent and equally professional. On the other hand, if we compare teachers’ individual professionalism, we find much variation although there is same kind of opportunities given to them. With an assumption that the teachers are the main resources to be used in the school system, this article summarizes the survey carried out amidst teachers, to explain TPD and to reflect the situation of teachers’ engrossment in professional development initiatives (PDI) in Surkhet valley. This study has attempted to assess the situation of teachers’ engrossment in Teachers’ Professional Development Initiatives in Surkhet valley. Journal of NELTA Surkhet Vol.4 2014: 81-90

scholarly journals Risorse educative aperte e sperimentazione didattica

2012 ◽  
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
Open Educational Resources ◽  
Collaborative Approach ◽  
Teaching Resources ◽  
Teaching Activities ◽  
On Line ◽  
Teachers Professional Development ◽  
Innovation Processes ◽  
Theoretical Reflection

The book proposes an open and collaborative approach to the production of digital teaching contents and to teachers' professional development. Starting from an initial excursus on the undertakings of the Open Educational Resources movement and on the value of collaboration in and among schools, it deals with the topic of teacher training as a back-up to innovation processes, with particular reference to multimedia whiteboards. The theoretical reflection is integrated with the results of the AMELIS biennial project, carried out alongside a network of schools within the Innovascuola (2008-10) framework, and with a presentation of the digital teaching resources produced by the network. Completing the volume, these resources are also available on-line in the form of files and multimedia materials. Conveying the wealth of the experience, they offer teachers and educators useful resources for their teaching activities.

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