Teacher-center and school-based models of collegiality and professional development: Case studies of the teachers’ resource center and the Aga Khan school system in Karachi, Pakistan

1993 ◽  
Vol 19 (8) ◽  
pp. 735-754 ◽  
Author(s):  
Mehrunnisa Ahmad Ali ◽  
Sheikh Abul Qasim ◽  
Rafiq Jaffer ◽  
Jeremy Greenland
Keyword(s):  
Professional Development ◽  
Case Studies ◽  
School System ◽  
Resource Center ◽  
School Based ◽  
Teacher Center

scholarly journals Hambatan pendidikan inklusi dan bagaimana mengatasinya: Telaah kritis sistematis dari berbagai negara

2021 ◽  
Vol 9 (1) ◽  
pp. 97
Author(s):  
Citra Nadia Sari ◽  
Wiwin Hendriani
Keyword(s):  
Professional Development ◽  
Family Support ◽  
Resource Center ◽  
School Based ◽  
Awareness Program ◽  
Service Training

Objektif:Artikel ini bertujuan untuk mengulas tantangan dan hambatan yang dihadapi pelaksanaan pendidikan inklusi serta strategi yang dapat dilakukan oleh negara.Metode: Artikel ini merupakan telaah kritis sistematis. Jurnal diambil dari 9 situs artikel penelitian internasional berbeda. Pencarian jurnal diutamakan terbit tahun 2011-2020. Didapatkan 11 jurnal yang merupakan jurnal kualitatif.Temuan:Hambatan yang dihadapi yaitu tenaga pendidik kurang terlatih, stigma negatif, kebijakan otoritas yang kurang aplikatif, kurangnya pengetahuan tenaga pendidik, hambatan aksesibilitas, keterbatasan sumber belajar, dan keterbatasan finansial. Strategi yang dilakukan yaitu peningkatan kualitas in-service training (INSET), awareness programmes, school-based professional development programmes, family support, kontekstualisasi proses belajar-mengajar, dukungan berkelanjutan selama proses implementasi di lapangan, komitmen pemerintah memberikan sebagian prosentase dari GNP sebagai sumber dana, kolaborasi dengan stakeholders, dan kerjasama regional, nasional, maupun internasional.Kesimpulan:Ada beberapa strategi yang dapat dilakukan di Indonesia, yaitu pelatihan kepada guru kelas, menyelenggarakan awareness program, bekerjasama dengan tim Pokja yang memiliki resource center yang mendukung implementasi pendidikan inklusi, penyediaan dana untuk menyelenggarakan pelatihan guru kelas, dan membangun fasilitas umum yang lebih ramah terhadap individu dengan disabilitas.

scholarly journals Sikap terhadap bantuan psikologis (tatap muka dan daring) ditinjau dari penyembunyian diri, harapan pengungkapan, dan stigma diri pada mahasiswa

2021 ◽  
Vol 9 (1) ◽  
pp. 84
Author(s):  
Diany Ufieta Syafitri ◽  
Luh Putu Shanti Kusumaningsih
Keyword(s):  
Professional Development ◽  
Family Support ◽  
Inservice Training ◽  
Resource Center ◽  
School Based ◽  
Awareness Program

Objektif: Artikel ini bertujuan untuk mengulas tantangan dan hambatan yang dihadapi pelaksanaan pendidikan inklusi serta strategi yang dapat dilakukan oleh negara.Metode: Artikel ini merupakan telaah kritis sistematis . Jurnal diambil dari 9 situs artikel penelitian internasional berbeda. Pencarian jurnal diutamakan terbit tahun 2011-2020. Didapatkan 11 jurnal yang merupakan jurnal kualitatif.Temuan: Hambatan yang dihadapi yaitu tenaga pendidik kurang terlatih, stigma negatif, kebijakan otoritas yang kurang aplikatif, kurangnya pengetahuan tenaga pendidik, hambatan aksesibilitas, keterbatasan sumber belajar, dan keterbatasan finansial. Strategi yang dilakukan yaitu peningkatan kualitas inservice training (INSET), awareness programmes, school-based professional development programmes, family support, kontekstualisasi proses belajarmengajar, dukungan berkelanjutan selama proses implementasi di lapangan, komitmen pemerintah memberikan sebagian prosentase dari GNP sebagai sumber dana, kolaborasi dengan stakeholders, dan kerjasama regional, nasional, maupun internasional.Kesimpulan: Ada beberapa strategi yang dapat dilakukan di Indonesia, yaitu pelatihan kepada guru kelas, menyelenggarakan awareness program, bekerjasama dengan tim Pokja yang memiliki resource center yang mendukung implementasi pendidikan inklusi, penyediaan dana untuk menyelenggarakan pelatihan guru kelas, dan

The “Whole Approach”: An Investigation of a School-Based Practicum Model of Teacher Professional Development in ICT

2005 ◽  
Vol 32 (4) ◽  
pp. 341-351 ◽  
Author(s):  
Margaret Lloyd ◽  
Campbell McRobbie
Keyword(s):  
Professional Development ◽  
Field Study ◽  
Case Studies ◽  
Teacher Professional Development ◽  
Effective Teacher ◽  
Development Programs ◽  
School Based ◽  
Teacher Professional ◽  
Integration Of Ict ◽  
Professional Development Programs

The question of what makes for effective teacher professional development in ICT is an enduring one. In a recent study in Queensland (Australia), we visited 19 rural and regional schools and interviewed teachers, administrators and ICT coordinators to find that a school-based practicum was effective in impacting the practice and beliefs of individual teachers. This article, through reference to our field study findings and briefly describing four of its case studies, concludes that the practicum's success is related to the situative nature of this professional development. The findings of the study have implications for professional development programs aimed at increasing the use and integration of ICT in classrooms.

School-Based Teacher Development and Instructional Improvement in University—School Partnership Projects: Case Studies from Hong Kong

2012 ◽  
Vol 2 (1) ◽  
pp. 57-69 ◽  
Author(s):  
John Chi-Kin Lee
Keyword(s):  
Professional Development ◽  
Hong Kong ◽  
Case Studies ◽  
Teacher Development ◽  
Professional Growth ◽  
Instructional Improvement ◽  
Teaching Quality ◽  
Improvement Project ◽  
School Based ◽  
School Partnership

This article draws upon the experiences of a five-year government-funded university–school partnership project known as the Partnership for Improvement of Learning and Teaching (PILT) (2004–09), aimed at supporting teachers through improving their teaching quality and enhancing their professional growth in key learning areas – particularly mathematics, education and personal, social and humanities education – and initial experience of another completed project, the School Improvement Project for Early Childhood Education (SIP-ECE). The article first describes the rationale and operation of the PILT and SIP-ECE, respectively, and then explores the application of a 4-P (problem clarification, planning, programme action and progress evaluation) action learning approach to the improvement of subject teaching practice. This is followed, through case studies, by an exploration of teachers' own perceptions and university partners' perceptions of professional development and instructional improvement through the project. The final part of the article refers to Western concepts of professional development and university–school partnership, and suggests ways forward for school-based teacher development and instructional improvement in Hong Kong.

Reflective Practice in Advising: Introduction to the Column

Relay Journal ◽  
2018 ◽  
pp. 293-295
Keyword(s):  
Professional Development ◽  
Transformative Learning ◽  
Reflective Practice ◽  
Case Studies ◽  
Professional Community ◽  
Great Success ◽  
Global Community ◽  
Potential Growth ◽  
Community Of Learning ◽  
Reflection On Action

Welcome to the second reflective practice column where we are pleased to share another series of active advisors’ voices with our professional community. The first column of Reflective Practice in Advising in Volume 1(1) became a prelude for creating a global community of learning advisors with the aim of building a platform to share our professional development experiences and further seek opportunities for growth. As in Issue 1, in this issue of Relay Journal, all the contributors are engaged in a different advising context with various sociocultural backgrounds, but each of the case studies illustrates how their reflective practice enables learning advisors to continue exploring potential growth at any point in their career. In other words, the journey of becoming a learning advisor is ever-lasting, as long as the learning advisor is willingly seeking an opportunity for transformative learning. The post-publication reflective dialogues in Issue 1, although experimental, were a great success. They triggered active discussions among learning advisors, which lead to further reflection-on-action and reflection-for-action (Farrell, 2015) among the contributors. These open and collaborative dialogues across the sociocultural boundaries exemplify professional development for learning advisors.

Drama and Environment: Joining Forces to Engage Children and Young People in Environmental Education

2013 ◽  
Vol 29 (2) ◽  
pp. 182-201 ◽  
Author(s):  
David J. Curtis ◽  
Mark Howden ◽  
Fran Curtis ◽  
Ian McColm ◽  
Juliet Scrine ◽  
...  
Keyword(s):  
Environmental Education ◽  
Case Studies ◽  
Large Scale ◽  
Environmental Issues ◽  
Contemporary Society ◽  
Children And Young People ◽  
School Based ◽  
Qualitative Evidence ◽  
Theatre Company ◽  
Theatre In Education

AbstractEngaging and exciting students about the environment remains a challenge in contemporary society, even while objective measures show the rapid state of the world's environment declining. To illuminate the integration of drama and environmental education as a means of engaging students in environmental issues, the work of performance companies Evergreen Theatre, Leapfish and Eaton Gorge Theatre Company, the ecological oratorio Plague and the Moonflower, and a school-based trial of play-building were examined through survey data and participant observations. These case studies employed drama in different ways — theatre-in-education, play-building, and large-scale performance event. The four case studies provide quantitative and qualitative evidence for drama-based activities leading to an improvement in knowledge about the environment and understandings about the consequences of one's actions. In observing and participating in these case studies, we reflect that drama is a means of synthesising and presenting scientific research in ways that are creative and multi-layered, and which excite students, helping maintain their attention and facilitating their engagement.

scholarly journals Meaning of professional development for stakeholders in rural Pakistan

2020 ◽  
Author(s):  
Ali Nawab
Keyword(s):  
Professional Development ◽  
Learning Opportunities ◽  
Survey Method ◽  
Work Place ◽  
Shared Understanding ◽  
Education Department ◽  
Rural Pakistan ◽  
School Based ◽  
Ongoing Development ◽  
External Learning

<p><i>Professional Development (PD) has generally been associated with the learning opportunities teachers avail externally. However, the latest trends propagate grounding PD activities in the work place with the assumption that such shift will not only enable teachers to be engaged in ongoing learning but also help them to find contextual solutions for their specific issues. For other academics, however, PD refers to all the planned and unplanned activities which teachers avail to improve their practices. In this background, this research explored how relevant stakeholders in rural Pakistan perceive PD. Using a survey method and questionnaire tool, data were collected from teachers, school leaders, education department officials and representatives of PD providers. The outcomes showed that majority of stakeholders associate PD to external learning opportunities provided to the teachers. In addition, there is a lack of shared understanding among different stakeholders with regard to the meaning of PD. These conclusions have implications for PD providers and educational reformers. Teachers should be oriented on latest trends in PD as well as supported to use the latest school-based PD models for their ongoing development.</i></p>

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