Teacher Professional Development for Improving Quality of Teaching

2013 ◽  
Author(s):  
Bert Creemers ◽  
Leonidas Kyriakides ◽  
Panayiotis Antoniou
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Quality Of Teaching ◽  
Teacher Professional

scholarly journals Pathways that Converge in Teacher Professional Development: Are they present in Spain?

2015 ◽  
Vol 7 (3) ◽  
pp. 327 ◽  
Author(s):  
Elena MARTÍN
Keyword(s):  
Professional Development ◽  
Communities Of Practice ◽  
Teacher Professional Development ◽  
Teacher Change ◽  
Quality Of Education ◽  
School Based ◽  
Teacher Professional ◽  
Points Of View ◽  
Spanish Education

ABSTRACT: The aim of this article is twofold. First, we present an analysis of the main features of the teacher professional development (PD) models and programs currently considered of highest quality. This analysis is supported by the articles presented in the present monograph, and it also considers other studies that complement these perspectives. We show that axes of teacher change deal with career-long development, reflection in school-based communities of practice, and focus on students’ voices. In addition, we highlight the need for coherence between teacher policies and more global policies aimed at enhancing the quality of education. The second objective is to assess the situation of teacher PD within the Spanish education system, using the identified axes of teacher change as an analytic framework. The comparison reveals important limitations from the points of view of both the specific PD activities offered to teachers and underlying teacher PD model.

scholarly journals Pedagogical leadership: an opportunity for teacher professional development in times of pandemic

2021 ◽  
pp. 9-15
Author(s):  
Marisol del Carmen ÁLVAREZ-CISTERNAS ◽  
Brunilda del Rosario TORRES-ORELLANA ◽  
Isabel Soledad MEDINA-GUAJARDO
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Positive Reinforcement ◽  
Collaborative Work ◽  
Learning Processes ◽  
Management Team ◽  
Point Of View ◽  
Teacher Professional ◽  
Teaching Learning

The objective of this article is to describe the pedagogical leadership exercised by teachers in times of pandemic, taking as a reference the Cadet Arturo Prat Chacón school in Chile and in what way this leadership can become an opportunity for teacher professional development. From the methodological point of view, the research is qualitative and descriptive, based on an intrinsic study of cases. The results allow us to establish in a situated way the qualities and attributes of pedagogical leadership, exercised by teachers in a pandemic period when they have to face the teaching-learning processes in a virtual way, and as despite their fears, challenges and uncertainties, They managed to overcome from a resilient pedagogical leadership, promoting collaborative work and co-teaching between teams. It can be concluded that the type of leadership displayed by the management team, facilitated the concurrence of efforts, facilitating collaborative work, co-planning and curricular prioritization, promoting autonomy and professional innovation, providing feedback and positive reinforcement among peers in a way constant, as confirmed by the teachers, who were able to stoically face adversity, safeguarding the quality of their classes.

scholarly journals Peningkatan Kemampuan Guru-Guru SD Negeri 130 Palembang Dalam Menyajikan Presentasi Atraktif Melalui Pelatihan Microsoft Power Point

2019 ◽  
Vol 4 (1) ◽  
pp. 52
Author(s):  
Irma - Salamah ◽  
Lindawati Lindawati ◽  
Asriyadi Asriyadi ◽  
RD Kusumanto
Keyword(s):  
Professional Development ◽  
Elementary Schools ◽  
Teacher Professional Development ◽  
Classroom Teaching ◽  
Teacher Professional ◽  
Power Point ◽  
Microsoft Office ◽  
Short Education

ABSTRAKPengembangan profesi guru adalah untuk menjaga dan meningkatkan kualitas guru agar semakin professional dalam melaksanakan tugasnya menggunakan media aplikasi Microsoft office power point. Ada beberapa faktor mengapa kegiatan ini diselenggarakan. Ada guru yang tidak terbiasa menggunakan teknologi sebagai media dalam pengajaran di kelas. Sekolah tidak menyediakan fasilitas yang memadai yang memungkinkan guru menciptakan media ajar mereka. Tidak adanya pembimbing dan pendampingan yang memberikan pendidikan singkat tentang bagaimana membuat media animasi untuk pengajaran di sekolah dasar. Dengan adanya pelatihan ini guru-guru SDN 130 Palembang diharapkan mampu menguasai dan memahami fitur dan fungsi yang ada pada Microsoft power point serta mampu membuat animasi untuk pembelajaran dengan menggunakan Microsoft power point.Kata kunci: animasi pembelajaran; pelatihan microsoft power point; presentasi atraktif. ABSTRACT Teacher professional development is to maintain and improve the quality of teachers to be more professional in carrying out their duties using Microsoft Office Power Point application media. There are several factors why this activity is held. There are teachers who are not used to using technology as a medium in classroom teaching. Schools do not provide adequate facilities that allow teachers to create their teaching media. The absence of mentors and mentors who provide short education about how to make animation media for teaching in elementary schools. With this training the SDN 130 Palembang teachers are expected to be able to master and understand the features and functions that exist in Microsoft power point and be able to create animations for learning using Microsoft power point.Keywords: attractif presentation; microsoft power point training; learning animation.

scholarly journals FEATURES OF PROFESSIONAL DEVELOPMENT OF FOREIGN LANGUAGE TEACHER IN THE SYSTEM OF HIGHER PEDAGOGICAL EDUCATION

2018 ◽  
pp. 23-29
Author(s):  
Oleksandra Borzenko
Keyword(s):  
Professional Development ◽  
Foreign Language ◽  
New Technologies ◽  
Modern World ◽  
Professional Activity ◽  
Language Teacher ◽  
Quality Of Teaching ◽  
Self Development ◽  
Teacher Professional

The article deals with the issues of professional development of a foreign language teacher and identifies its main features. It is stated that modern world demands new approaches to the organization and improvement of the teaching process of learning a foreign language. It is determined that improving the quality of teaching depends on many factors. It is stated that the constant professional development of teachers is characterized by a variety of forms, methods, approaches. It is noted that new technologies created conditions for fundamental changes in teaching methods, changed the conditions of professional activity of a teacher, transformed his/her role and functions, and also required mastering a range of new skills. The qualification characteristic of a teacher is formulated as an integral part of his/her professional culture, which is aimed at improvement and self-development. It is emphasized on the importance and necessity of increasing the effectiveness of acquiring knowledge and practical skills in the institutes of advanced training and improvement. Keywords: teacher, professional development, foreign language, students, innovative pedagogical technologies

scholarly journals MOST EFFECTIVE INTERNATIONALLY EMERGING IMPLEMENTATION MODELS IN TEACHER PROFESSIONAL DEVELOPMENT PROGRAMS OVER THE LAST DECADE

2021 ◽  
Vol 8 (7) ◽  
Author(s):  
Abdulla Al Darayseh ◽  
Sultan Al Sadi ◽  
Yahia Alramamneh
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Meta Analysis ◽  
Vital Role ◽  
Development Programs ◽  
Teacher Professional ◽  
The Government ◽  
Good Policy ◽  
Implementation Models

<p>This study aims to identify effective internationally emerging implementation models in teacher professional development. Several trends in teacher Professional Development are influencing the nature and quality of teacher professional development. The meta-analysis method was used in this study by identifying, collecting, and analysis potential studies to reach the findings. The results show that professional development has the potential to transform the education scene when supported by all industry players. Policy plays a vital role in the success of programs like PD programs. Policies surrounding the government of this model should be carefully structured to guide the PD programs appropriately as well as formulators should be industry players who understand the drivers that affect the education sector and in particular the educators. Good policy choices will mean that the PD stands a chance to be effective. The PD program should be provided with all the necessary resources for it to be effective and to enable smooth running. Educators should be facilitated with the necessary materials they require for the program. Lack of resources means that the PD program will not achieve its intended goals. Resources might be learning resources for the educator, allowances among many others. Extensive collaborations should be done by the sectors that could play a strong role in affecting the education, stakeholders, investors and other parties related in order to reach an agreement on the best model of PD. Additionally, there is a need to determine how best to run the PD programs to be beneficial to the education system.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0781/a.php" alt="Hit counter" /></p>

Examining Teachers' Professional Development for Promoting Inclusive Education in Displacement

2019 ◽  
pp. 260-278 ◽  
Author(s):  
Gwadabe Kurawa
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Inclusive Education ◽  
Professional Learning ◽  
Quality Education ◽  
Education For All ◽  
Teacher Professional ◽  
Teachers Professional Development ◽  
Improve Student Learning

Inclusive education, in most countries affected by an emergency or crisis, is focused on providing access to quality education for all children. Provision of quality education for all children, as discussed in much literature about education, is very much dependent on teacher quality. Improving and sustaining the quality of teaching is equally determined by the type of training and professional development offered to teachers. Teachers, however, in emergency contexts such as in the Northeast of Nigeria, may be recruited to improve student learning, having received little or no relevant training. Therefore, professional learning for teachers that is intended to offer them opportunities for immediate and sustained improvement in practice is, this chapter argues, needed in such emergency contexts. This chapter therefore analyses teacher professional development that can improve the standard of education for all children and then assesses the effect of this development in practice in the Northeast of Nigeria.

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