Approaches to professional development of teachers in Scotland: pedagogical innovation or financial necessity?

2012 ◽  
Vol 54 (2) ◽  
pp. 161-172 ◽  
Author(s):  
Kay Livingston
Keyword(s):  
Professional Development ◽  
Pedagogical Innovation ◽  
Professional Development Of Teachers

Teachers’ Engagement With Professional Development to Support Implementation of Meaningful Physical Education

2021 ◽  
pp. 1-10
Author(s):  
Stephanie Beni ◽  
Tim Fletcher ◽  
Déirdre Ní Chróinín
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Community Of Practice ◽  
Qualitative Data ◽  
Pedagogical Approach ◽  
Pedagogical Innovation

Purpose: The purposes of this research were to design a professional development (PD) initiative to introduce teachers to a pedagogical innovation—the Meaningful Physical Education (PE) approach—and to understand their experiences of the PD process. Method: Twelve PE teachers in Canada engaged in an ongoing PD initiative, designed around characteristics of effective PD, across two school years as they learned about and implemented Meaningful PE. Qualitative data were collected and analyzed. Findings: This research showed that teachers valued a community of practice and modeling when learning to implement Meaningful PE. While teachers were mostly favorable to the PD design, there were several tensions between ideal and realistic forms of PD. Discussion: This research offers support for several characteristics of effective PD to support teachers’ implementation of a novel pedagogical approach and highlights the need to balance tensions in providing forms of PD that are both effective and practical.

Competence-Oriented Models of Professional Development of Specialists in the Context of Sustainable Education

2021 ◽  
Vol 39 (9) ◽  
Author(s):  
Viktoriia V. Sydorenko ◽  
Alla B. Popova ◽  
Nataliia L. Rehesha ◽  
Oksana O. Sinenko ◽  
Olha I. Trynko
Keyword(s):  
Professional Development ◽  
Sustainable Development ◽  
Informal Education ◽  
Educational Programs ◽  
Innovative Teaching ◽  
National Education ◽  
Professional Activities ◽  
National Education System ◽  
Professional Development Of Teachers ◽  
Professional Self

The article thoroughly describes the competency-oriented models of professional self-improvement and self-realization of teachers in terms of sustainable development. The educational and methodical support of professional development of teachers for lifelong learning through formal, non-formal and informal education according to innovative competence-oriented models of professional development has been developed and experimentally tested. The results of the study can be used in the process of modernization of the national education system, in particular in the activities of educational and methodological centers of vocational education in the development of curricula, educational programs, qualification requirements for professional activities of teachers, innovative teaching and methodological support.

Teaching Professionalism to the Teaching Profession

1981 ◽  
Vol 25 (1) ◽  
pp. 24-36 ◽  
Author(s):  
Michael Macklin
Keyword(s):  
Professional Development ◽  
Philosophy Of Education ◽  
Teaching Profession ◽  
Fourth Dimension ◽  
Four Dimensions ◽  
Sociological Literature ◽  
Professional Development Of Teachers ◽  
Relational Concept ◽  
Dimensions Of Teaching ◽  
Effective Contribution

This paper proposes a concept of professionalism which (a) distinguishes the essentially professional elements of teaching and (b) establishes in what areas philosophy of education might make an effective contribution to the professional development of teachers. The paper commences with the sociological literature on the formal characteristics of a profession. Four dimensions of teaching are then proposed in order to specify its professional elements. The notion of relevance which underpins my argument is taken to be a relational concept dependent upon the perspective of the person making the relevancy judgment. The relevance of ‘philosophy of education as reflection’ to each of the professional dimensions of teaching is discussed, and an argument mounted for the desirability of reflection as professionally relevant to the fourth dimension of teaching.

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