Collegiality from the Teacher's Perspective: Social Contexts for Professional Development

1993 ◽  
Vol 15 (1) ◽  
pp. 42-48 ◽  
Author(s):  
Nancy E. Ellis
Keyword(s):  
Professional Development ◽  
Social Contexts ◽  
Teacher's Perspective

scholarly journals Assessors, School Support and Teaching Practice at the University of Nairobi Kenya: Addressing Teacher Professional Competence

2017 ◽  
Vol 4 (3) ◽  
pp. 430
Author(s):  
Paul Amollo Odundo ◽  
Lucas Othuon ◽  
Ganira Khavugwi Lillian
Keyword(s):  
Professional Development ◽  
Student Teachers ◽  
Teaching Practice ◽  
Professional Competence ◽  
Social Contexts ◽  
School Support ◽  
Positive Interaction ◽  
Development Activity ◽  
Teacher Trainees ◽  
Teacher Trainee

<p><em>Supporting and mentoring teacher trainee competence during teaching practice forms an indispensable part of professional and personal development. A positive interaction between university assessors, secondary school principals, collaborating teachers, and regular teachers plays a vital role in fostering professional competence among teacher trainees. Consistent with professional development is that knowledge and learning is entrenched in social contexts and experiences promoted though interaction with significant others. The nature of support provided during teaching practice enhances sustained class management, improved professional development, activity based learning and learner achievement. On the other hand, inadequate support may turn teaching practice into a stressful disempowering and unproductive exercise for teacher trainees. The purpose of this study is to examine university assessors and school support in teacher trainee development at University of Nairobi. The study adopted a descriptive survey design with a population of 68 student teachers on teaching practice randomly sampled from 17 Counties. Data was collected through questionnaires for teacher trainees. Data analysis involved application of descriptive and inferential statistics, and presented using tables and graphs. Analysis yielded three themes, unsupportive relations, moderately supportive, and very supportive. The results indicated considerable support during teaching practice where </em><em>“</em><em>very supportive</em><em>”</em><em> scored the highest percentages. The study recommends development of practical and consistent policies and infrastructure that provides coordinated support for teacher trainees.</em></p>

scholarly journals Teachers’ professional development needs in data handling and probability

Pythagoras ◽  
2011 ◽  
Vol 32 (1) ◽  
Author(s):  
Helena Wessels ◽  
Hercules Nieuwoudt
Keyword(s):  
Professional Development ◽  
South Africa ◽  
Teacher Education ◽  
Mathematics Teachers ◽  
Statistics Education ◽  
Social Contexts ◽  
Initial Teacher Education ◽  
Urban Region ◽  
Data Driven Approach ◽  
Formed Part

Poor Trends in International Mathematics and Science Study (TIMMS) results and widespread disappointing mathematics results in South Africa necessitate research-based and more efficient professional development for in-service mathematics teachers. This article reports on the profiling of mathematics teachers’ statistical knowledge, beliefs and confidence in order to inform the development of in-service teacher education programmes in statistics for Grade 8 and Grade 9 teachers. Ninety mathematics teachers from schools with culturally diverse learner populations in an urban region in South Africa were profiled using an adapted profiling instrument (Watson, 2001). Although statistics formed part of quite a number of these teachers’ initial teacher education and about half of them were involved in professional development in statistics education, they still teach traditionally, rather than using a more data driven approach. Teachers indicated high levels of confidence in teaching most statistics topics but showed low levels of statistical thinking when they had to apply their knowledge of concepts, such as sample and average in social contexts including newspaper articles and research reports.

scholarly journals Designing a Model of Professional Development for Teachers Working in Unfavourable Social Conditions with Children at Risk of Educational Failure: Empirical Basis and Key Components

2018 ◽  
Vol 23 (5) ◽  
pp. 87-101
Author(s):  
N.V. Bysik ◽  
S.G. Kosaretsky ◽  
M.A. Pinskaya
Keyword(s):  
Professional Development ◽  
At Risk ◽  
Professional Growth ◽  
Social Contexts ◽  
Quality Of Education ◽  
Cyclic Process ◽  
Children At Risk ◽  
Educational Failure ◽  
Professional Development For Teachers

The paper discusses results of a research on Russian teachers working in difficult social contexts (remote, back country regions, deprived town areas) with children at risk of educational failure.This research aimed to explore the existing practices of professional development for such teachers and its conclusions have formed the basis for developing a new model of professional development which implies the following features: continuity, individualisation, connection with the school’s general task of raising the quality of education, special training in teaching different groups of children.The model represents professional development as the individualised cyclic process which leads to refusal of routine and transition to modern practices of working with pupils with risks of low educational performance.The outcomes of this research may be of interest to education managers, advanced training specialists and can be applied within the national system of professional growth for teachers.

Linguistic Interactions: A Therapeutic Consideration for Adults With Aphasia

2008 ◽  
Vol 17 (3) ◽  
pp. 93-98
Author(s):  
Lynn E. Fox
Keyword(s):  
Clinical Outcomes ◽  
Social Contexts ◽  
Interaction Models ◽  
Social Communities ◽  
Wernicke's Aphasia ◽  
Communication Challenges ◽  
Therapeutic Consideration ◽  
Patterns Of Interaction ◽  
Structural Language

Abstract Linguistic interaction models suggest that interrelationships arise between structural language components and between structural and pragmatic components when language is used in social contexts. The linguist, David Crystal (1986, 1987), has proposed that these relationships are central, not peripheral, to achieving desired clinical outcomes. For individuals with severe communication challenges, erratic or unpredictable relationships between structural and pragmatic components can result in atypical patterns of interaction between them and members of their social communities, which may create a perception of disablement. This paper presents a case study of a woman with fluent, Wernicke's aphasia that illustrates how attention to patterns of linguistic interaction may enhance AAC intervention for adults with aphasia.

Mental representation of economic crisis in Italian and Swiss samples 1The authors would like to thank Maurizio Mistri for his help in the construction of items. This research was supported by a grant from the Italian Murst (ex 40%).

2001 ◽  
Vol 60 (1) ◽  
pp. 11-14 ◽  
Author(s):  
Lucia Savadori ◽  
Eraldo Nicotra ◽  
Rino Rumiati ◽  
Roberto Tamborini
Keyword(s):  
Economic Crisis ◽  
Mental Representation ◽  
Mental Representations ◽  
Social Contexts ◽  
Raw Material ◽  
National Context ◽  
Cluster Procedure ◽  
Total N ◽  
Two Samples ◽  
Important Symptom

The content and structure of mental representation of economic crises were studied and the flexibility of the structure in different social contexts was tested. Italian and Swiss samples (Total N = 98) were compared with respect to their judgments as to how a series of concrete examples of events representing abstract indicators were relevant symptoms of economic crisis. Mental representations were derived using a cluster procedure. Results showed that the relevance of the indicators varied as a function of national context. The growth of unemployment was judged to be by far the most important symptom of an economic crisis but the Swiss sample judged bankruptcies as more symptomatic than Italians who considered inflation, raw material prices and external accounts to be more relevant. A different clustering structure was found for the two samples: the locations of unemployment and gross domestic production indicators were the main differences in representations.

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