The development of university teachers’ collaboration networks during a departmental professional development project

2022 ◽  
Vol 110 ◽  
pp. 103579
Author(s):  
Ine Noben ◽  
Jasperina Brouwer ◽  
Jan Folkert Deinum ◽  
W.H. Adriaan Hofman
Keyword(s):  
Professional Development ◽  
Development Project ◽  
Collaboration Networks ◽  
University Teachers

The Uptake and Use of Digital Technologies and Professional Development

2019 ◽  
pp. 505-525
Author(s):  
Marcia Håkansson Lindqvist
Keyword(s):  
Professional Development ◽  
Teacher Beliefs ◽  
Student Learning ◽  
Digital Technologies ◽  
Institutional Support ◽  
Development Project ◽  
University Teachers ◽  
Design Collaboration ◽  
Time To Learn

University teachers continue to strive to support the uptake and use of digital technologies in their teaching to support student learning. This chapter highlights teacher beliefs as expressed in interviews following a professional development project related to the uptake and use of digital technologies in their teaching. The teachers see possibilities in the new tools as well as challenges. Teachers need time to learn and implement these tools in reflection and in line with their own beliefs. They see change as small steps forward. If teachers' uptake of use of digital technologies is to be advanced, and through this technology enhancing learning for themselves and for students, further institutional support to promote design, collaboration, and sharing will be important.

IMPACT ANALYSIS OF HEC- BASED TRAINING PROGRAMS ON THE PERFORMANCE OF THE UNIVERSITY TEACHERS IN PAKISTAN

2012 ◽  
Vol 01 (06) ◽  
pp. 35-40
Author(s):  
Khalid Hussain Shaikh ◽  
Ikhtiar Ahmed Ghumro ◽  
Asif Ali Shah ◽  
Faiz M. Shaikh ◽  
Tahira Afridi
Keyword(s):  
Professional Development ◽  
Personal Development ◽  
Impact Analysis ◽  
Training Programs ◽  
Effective Teacher ◽  
University Teachers ◽  
Instructional Activities ◽  
Teacher Aides ◽  
The Government ◽  
The University

The current research investigates the HEC based training for the University teachers in Pakistan and its impact on the performance on University teachers. The Higher Education Commission (HEC) in Pakistan seeks to improve the quality of teaching by University teachers. The Commission has initiated different forms of training according to the areas of expertise in order to improve skills and impact on the performance of University teachers. HEC based training plays a crucial role in the personal development among the University Teachers in Pakistan. Survey was conducted from 200 University teachers who have recently got training from HEC skill development or professional development training from HEC from all provinces. Structural questionnaire was design for reliability and accuracy the data. Analysis and evaluation was done by using GENSTAT statistical software. Major findings of the study showed that training should be provided according to discipline and more interactive training should be design for the University teachers. It was revealed that HEC based training not only equipped with knowledge but also improving the confidence level of the University teacher. Moreover due to the government policies, rules and regulations, such as introduction of the Tenure Track System, the and hiring the foreign faculty in various all Public sector universities it also has impact on the performance of students in job market. It revealed that teacher training was beneficial for professional development as well as for teaching performance. It also suggested that improved knowledge, skills and attitudes was necessary for the teacher aides to support the teaching program and facilitate learning and communication. It was further revealed that effective teacher aides required competencies in broad areas of human relations, instructional activities, non-instructional activities, and basic skills. The study concluded that basic and advanced level training is necessary for future training programs in Pakistan and 190 respondents responded to the questionnaires, by producing 95.0% response rate. Among which 70 % were male respondents and 30% were female respondents

The Exploration and Analysis of Distance Education Teachers’ Professional Development - Based on the Field of Vision of Philosophy of Technology

2013 ◽  
Vol 411-414 ◽  
pp. 2795-2804
Author(s):  
Jun Feng Wang
Keyword(s):  
Professional Development ◽  
Distance Education ◽  
Philosophy Of Technology ◽  
Rapid Development ◽  
Team Building ◽  
Open University ◽  
University Teachers ◽  
Academic Level ◽  
Teachers Professional Development ◽  
Good Plan

Abstract. The key of Open University construction is the teachers’ team building, and the teachers’ professional development is the most important part. Open University teachers’ professional development has not fit for our teaching requirements any more. The rapid development of information society put forward some severe challenges to Open University teachers’ professional development. Under the view of philosophy of technology, fit for the request of the new situation, It must have some progress on Open University teachers’ professional development: first, to improve the professional academic level; second, to improve the teaching skills; third, to improve the information technology. Those three parts constitute connotation of professional distance education teachers. In the deep analysis the difference between Open University teachers’ professional development and the reality, base on this reason, they offered a good plan, which we hopefully can enhance, the Open University teachers’ professional level, and also can improve the distance education quality.

scholarly journals Social and personal orientation of learning activity as the basis for students’ professional development

2021 ◽  
Vol 7 (Extra-A) ◽  
pp. 141-147
Author(s):  
Elena L. Mitsan ◽  
Elena A. Ovsyannikova ◽  
Irina V. Samarokova ◽  
Svetlana V. Kharitonova ◽  
Alexey G. Ivanov ◽  
...  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Higher Learning ◽  
Learning Activity ◽  
Professional Orientation ◽  
University Teachers ◽  
Individual Consideration ◽  
The Subject ◽  
Personal Orientation ◽  
Development Of Students

The present article discusses the problem of development of students’ professional orientation. The article presents an author’s complex of pedagogical conditions that facilitate students’ professional development in institution of higher learning. The complex embraces the following: revelation and formation of students’ values; creation of an educational environment in an institute of higher education that promotes self-realization of an individual; consideration of the subject experience of students; development of pedagogical abilities of future teachers; development of professional skills of university teachers as the basis for formation of professional orientation. Moreover, the article describes the results of experimental work which has confirmed the effectiveness of the developed complex of pedagogical conditions that ensure the development of students’ professional orientation in an institute of higher education based on personality orientation of academic work.

scholarly journals Benchmarking of University teachers’ professional development: successful European, Chinese, and Russian practices

2021 ◽  
Vol 99 ◽  
pp. 01004
Author(s):  
Tatiana Tregubova
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teaching Practice ◽  
Effective Practices ◽  
Teaching Activities ◽  
University Teachers ◽  
European Universities ◽  
Teachers Professional Development ◽  
Higher Education Organizations ◽  
The University

In the context of socio-pedagogical transformations of higher education organizations, the modernization of the system of teachers’ professional development becomes an integral component of the reforms. Today university teachers have to be ready for continuous development and advanced training throughout their lives. Thus, the study of the problem of university teachers’ professional development in Russia and abroad is very relevant and timely as a response to the modern requirements of civil society for the personality of the teacher. The need for professional development among university teachers is closely related to his (her) desire for more successful indicators in teaching activities. To do this, it is necessary to fulfill several pedagogical conditions, including the teacher's own awareness of the need for professional development; the interest of the university administration and the availability of resources to organize an effective professional development system, etc. The purpose of the article is to show some successful practices of the teachers’ professional development in Russian, Chinese and European universities which the author observed while visiting those universities within the realization the project “Enhancing teaching practice in the universities of Russia and China”. The article presents the possibilities of benchmarking in higher education, in particular, the use of the benchmarking technology as a method of studying the effective practices of organizing the teachers’ professional development in a modern university.

Using the PRIME Leadership Framework to Support Emerging Leaders in a Professional Development Project

2017 ◽  
pp. 439-449
Author(s):  
Tracie McLemore Salinas ◽  
Kathleen Lynch-Davis
Keyword(s):  
Professional Development ◽  
Teaching Practices ◽  
Development Project ◽  
National Council ◽  
Classroom Experiences ◽  
Emerging Leaders ◽  
Knowledge To Action ◽  
Leadership Framework

In this chapter, we describe how the Appalachian Mathematics Partnership (AMP) used the PRIME Leadership Framework (National Council of Supervisors of Mathematics, 2008) to inform professional development activities that respond to teachers' content and pedagogical needs and cultivate emerging mathematics leadership. The PRIME Leadership Framework fit philosophically with the goals of the project, identifying the reflective, knowledgeable leader, including teachers as classroom leaders, as essential to committing knowledge to action. Further, AMP aligned the leadership framework with its underlying principles for professional development of engaging teachers in meaningful content connected to classroom experiences and high leverage teaching practices, providing a model for how projects can embed meaningful interpretations of leadership in content-oriented professional development.

A Professional Development Framework for the Flipped Classroom Model

2016 ◽  
pp. 232-261
Author(s):  
Anne Katz ◽  
Tricia Muldoon Brown ◽  
Jackie Hee Young Kim
Keyword(s):  
Professional Development ◽  
Flipped Classroom ◽  
Thinking Skills ◽  
Development Project ◽  
Critical Thinking Skills ◽  
Read Aloud ◽  
Student Centered ◽  
Development Framework ◽  
Elementary Grade ◽  
K 12

A major goal of K-12 education is to create a student-centered classroom where educators are teaching to increase critical thinking skills, promote problem-based learning, and differentiate instruction. However, the reality is that many educators are challenged by the difficult task of creating such a learning environment in their classrooms. In this chapter, the authors will introduce a Flipped Classroom Professional Development project, a Title II Part A Higher Education Improving Teacher Quality State Grant initiative. This project centered on two goals. First, the authors sought to teach the flipped classroom model through an integrated literacy and math approach while “mathematizing” read-aloud instruction for primary and elementary grade educators. Secondly, the chapter describes efforts to expand teachers' repertoire of effective instructional, blended technology tools for teaching math and literacy. The authors will conclude with the potential of the Flipped Classroom model in K-5 settings based upon this professional development framework.

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