VET Teachers’ Professional Learning Needs in Relation to Internationalization

2017 ◽  
pp. 51-75
Author(s):  
Ly Thi Tran ◽  
Truc Thi Thanh Le
Keyword(s):  
Professional Learning ◽  
Learning Needs

scholarly journals THE PECULIARITIES OF ENHANCING PROFESSIONAL COMPETENCE OF FOREIGN LANGUAGE LECTURERS IN THE USA

2021 ◽  
pp. 12-20
Author(s):  
Жанна Баб’як ◽  
Наталія Щур
Keyword(s):  
Professional Development ◽  
Student Learning ◽  
Professional Learning ◽  
Technical Assistance ◽  
Professional Competence ◽  
Time Frame ◽  
Learning Needs ◽  
Smart Goals ◽  
The Usa ◽  
The Individual

The article deals with studying the American experience of educator professional development. To carry out this research the following methods have been applied: content analysis, systematization and theoretical generalization of scientific literature, standards, technical assistance documents and samples of the individual professional development plan (IPDP) for educators. Having conducted the research, the following results and conclusions have been drawn. The primary goal for professional learning is to help educators develop and apply the knowledge and skills necessary to help students to learn foreign languages more effectively and efficiently. Therefore, the planning and designing of professional learning include defining the SMART goals of professional learning drawn from analysis of student and educator learning needs, which are determined by examining data on student learning outcomes. To achieve these goals those who are responsible for professional learning should select the appropriate job-embedded and external forms of professional learning, which allow the educators to satisfy student learning needs, bridge the knowing-doing gap and integrating new ideas and skills into practice. An IPDP is a tool serving as a guide for the professional learning. IPDP enables educators to chart their goals and to plan learning activities that improve their competencies in order to enhance their students’ performance. Completing the IPDP includes setting the goals based on student learning needs, deciding on the professional methods/strategies, tapping possible resources, setting the time-frame, identifying success indicators. After having been accomplished, the IPDP is evaluated by the person in charge. Evaluation of professional learning provides the opportunity to monitor the process of embedding the new learning into practices by observing and assessing changes in educator practice and increases in student learning.

scholarly journals The affordances and limitations of collaborative research in the TESOL classroom

2020 ◽  
Vol 29 (2) ◽  
pp. 35-61
Author(s):  
Yvette Slaughter ◽  
Julie Choi ◽  
David Nunan ◽  
Hayley Black ◽  
Rebecca Grimaud ◽  
...  
Keyword(s):  
Adult Education ◽  
Action Research ◽  
Professional Learning ◽  
Collaborative Research ◽  
Teacher Educators ◽  
Research Process ◽  
Individual Experience ◽  
Learning Needs ◽  
Education Centre ◽  
The Individual

The diversity of learning needs within the TESOL field creates inherent tensions between the need for targeted professional learning for TESOL teachers, the more generalist nature of tertiary TESOL courses, and the varied research interests of teacher educators. This article describes a collaborative research project between university-based teacher educators and TESOL teachers working in an adult education centre. With a range of aims amongst the research participants, this article reports on the ‘fluid’ and ‘messy’ process of collaborative research (Burns & Edwards, 2014, p. 67) as we investigate the use of identity texts (Cummins & Early, 2011) as a mediating tool for professional learning. In acknowledging the practice of teaching as highly situated, the data presented focuses on the individual experience of each teacher, voiced through an action research frame, before we discuss the achievements and challenges which emerged through this collaborative research process. In the findings, we argue for the importance of championing the case for the messy processes of collaborative research within the broader research academy.

scholarly journals Making the most of mobility: virtual mentoring and education practitioner professional development

2015 ◽  
Vol 23 ◽  
Author(s):  
Hazel D. Owen
Keyword(s):  
Professional Development ◽  
Communities Of Practice ◽  
Professional Learning ◽  
Research Study ◽  
Learning Needs ◽  
Learning Technology ◽  
Learning And Development ◽  
Virtual Mentoring ◽  
Aotearoa New Zealand ◽  
Knowledge Cultures

Learning provision, including professional learning, needs to embrace mobility (of knowledge, cultures and contexts – physical and cerebral) to enable education practitioners to interact locally and globally, engage with new literacies, access rich contexts, and to question, co-construct and collaborate. Virtual mentoring, also known as distance, remote, tele-, cyber- and eMentoring, offers a level of flexibility that enables mentors and mentees to maximise these concepts of mobility. There are Professional Learning and Development (PLD) initiatives that offer contextualised, individualised learning experiences via mentoring partnerships and Communities of Practice (CoPs), but not so many that have focussed on virtual mentoring and online CoPs. This article describes a Virtual PLD programme that has been offered in Aotearoa New Zealand from 2009 to date and discusses findings from the associated research study, including benefits that can be specifically equated to the virtual nature of the mentoring and access to the online CoP. Also reported are shifts in mentees’ self-efficacy and perceptions of changes in professional practice.Keywords: online communities; professional development; coaching(Published: 16 September 2015)Citation: Research in Learning Technology 2015, 23: 25566 - http://dx.doi.org/10.3402/rlt.v23.25566

scholarly journals Conversations in a professional learning community: An analysis of teacher learning opportunities in mathematics

Pythagoras ◽  
2018 ◽  
Vol 39 (1) ◽  
Author(s):  
Million Chauraya ◽  
Karin Brodie
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
Learning Community ◽  
Teacher Learning ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Critical Role ◽  
Learning Opportunities ◽  
Learning Needs ◽  
Opportunities For Learning

The growing perception of professional learning communities as an effective professional development approach needs to be supported with knowledge of how such communities create learning opportunities for teachers. Activities in professional learning communities are underpinned by collegial conversations that foster learning, and in this article we analysed such conversations for learning opportunities in one professional learning community of mathematics teachers. Data consisted of audio-recorded community conversations. The focus of the conversations was to understand the thinking behind learners’ errors, and teachers engaged in a number of activities related to learner errors and learner reasoning. Our analyses show how opportunities for learning were created in identifying the origins of learners’ errors as well as learners’ thinking underlying their errors. Results also showed that the teachers had opportunities for learning how to identify learners’ learning needs and in turn the teachers’ own learning needs. The teachers also had opportunities for deepening their own understanding of the conceptual meaning of ratio. The learning opportunities were supported by the following: having a learning focus, patterns of engagement that were characterised by facilitator questioning, teacher responses and explanations, and sharing knowledge. Such mutual engagement practices in professional learning communities resulted in new and shared meanings about teachers’ classroom practices. Our findings also show the critical role of a facilitator for teacher learning in professional learning communities.

A Case Study Exploring a Multi-Disciplinary Collaborative Initiative to Use E-Learning to Meet the Professional Learning Needs of Health and Social Care Practitioners

2010 ◽  
pp. 286-300
Author(s):  
Karen Ousey ◽  
Stephen White
Keyword(s):  
Professional Learning ◽  
Social Care ◽  
Learning Needs ◽  
Interprofessional Learning ◽  
Face To Face ◽  
Development Stages ◽  
Health And Social Care ◽  
E Learning ◽  
Collaborative Initiative

This chapter explores the early development stages of an interactive interprofessional online learning package that updates and supports health and social care professionals who mentor students in practice settings. The package aims to present content that is relevant and useful to fourteen different disciplines accessing it. A benefit of online content is that learning can be undertaken when convenient for the mentor, 24 hours a day-7 days a week, with the facility to stop and restart as needed. Additionally the package is constructed so both individuals and groups can use it; this both meets a regulatory body’s requirement for having a face-to-face update every year, and provides support for interprofessional learning between mentors from different disciplines.

Problem-Based, Peer-Facilitated Education about Antibiotic Prescribing

2005 ◽  
Vol 50 (3) ◽  
pp. 118-121
Author(s):  
J Morrison ◽  
N Johnson ◽  
A McConnachie ◽  
A Power ◽  
P Redding ◽  
...  
Keyword(s):  
Needs Assessment ◽  
Professional Learning ◽  
Learning Activities ◽  
Learning Needs ◽  
Antibiotic Prescribing ◽  
Local Health ◽  
Telephone Interviews ◽  
Local Health Care ◽  
Effective Use ◽  
Educational Workshop

Aims: To assess the feasibility and acceptability of a problem-based, peer-facilitated educational workshop about antibiotic prescribing for GPs. Method: Participants: All 39 GPs working in an average sized Local Health Care Co-operative (LHCC) in Glasgow. Intervention: Prospective collection of information about 10 prescriptions for antibiotics to assess learning needs in relation to antibiotic prescribing. Two and a half hour workshop involving problem-based group work based on the needs assessment and discussions with a consultant microbiologist, prescribing adviser and academic GP. Evaluation: Written feedback about the process of the educational intervention immediately after the workshop and outcome feedback collected after four weeks. Telephone interviews with non-participants. Results: Twenty-four GPs agreed to participate in the study. 19 of these completed the Needs Assessment and 14 of these completed the workshop. The method of learning needs assessment and the educational workshop were highly acceptable. “No time, too busy” was the main reason given for not taking part in the study. Conclusion: Some GPs are unable to participate as fully as they would like in continuing professional learning activities due to competing workload pressures. Turther research is required to investigate the necessary type and balance of learning activities and the barriers to engagement to ensure the most effective use of clinician time available for continuing educational activities.

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