School-based continuous professional development of teachers: a case study of primary school teachers in Ethiopia

2021 ◽  
pp. 1-13
Author(s):  
Esayas Teshome Taddese ◽  
Congman Rao
Keyword(s):  
Professional Development ◽  
Primary School ◽  
Continuous Professional Development ◽  
School Teachers ◽  
Primary School Teachers ◽  
School Based ◽  
Professional Development Of Teachers

scholarly journals Developing a school based model for optimising the professional development of Canadian primary school teachers

2012 ◽  
Vol 2 (4) ◽  
pp. 25
Author(s):  
Jonathan William Pitt ◽  
Hettie van der Merwe
Keyword(s):  
Professional Development ◽  
Primary School ◽  
Learning Community ◽  
Teacher Development ◽  
School Principal ◽  
School Teachers ◽  
Primary School Teachers ◽  
Achievement Data ◽  
School Based

The purpose of this study was to develop a school based model for optimizing the professional development of Canadian primary school teachers. This study focused on the role of the school principal in teacher development and improving learner achievement data. This study utilised a literature review covering a comprehensive review of existing models of teacher development, the school as a professional learning community and the role of the school principal. The empirical investigation was based on a mixed methods approach using a quantitative questionnaire with a sample of 145 out of a possible 200 (representing a 73% return rate) and twenty (10 school principals & 10 teachers) qualitative semi-structured in-depth individual interviews to gather data from both a teacher group and a school management group from a teacher education faculty at a local university and a selected English Public school district in Canada in the province of Ontario.

scholarly journals Pelaksanaan Pengembangan Keprofesian Berkelanjutan Bagi Guru Sekolah Dasar

2021 ◽  
Vol 21 (3) ◽  
pp. 464-474
Author(s):  
Syamsurijal Basri ◽  
Andi Nurochmah ◽  
K Syamsu
Keyword(s):  
Professional Development ◽  
Primary School ◽  
Continuous Professional Development ◽  
Learning Program ◽  
School Teachers ◽  
Primary School Teachers ◽  
Self Evaluation ◽  
Inhibiting Factors ◽  
Innovative Work ◽  
Teacher Reports

Tujuan penelitian untuk mengetahui: (1) Gambaran Pelaksanaan Pengembangan Keprofesian Berkelanjutan (PKB) bagi guru Sekolah Dasar (2) Faktor pendukung dan penghambat dalam Pelaksanaan Pengembangan Keprofesian Berkelanjutan bagi guru Sekolah Dasar. Jenis penelitian ini adalah jenis penelitian kualitatif. Hasil penelitian menunjukkan bahwa (1) Pelaksanaan Pengembangan Keprofesian Berkelanjutan bagi guru Sekolah Dasar melalui proses perencanaan program sepenuhnya dilaksanakan melalui forum Kelompok Kerja Guru. Pelaksanaan program dilakukan dengan keikutsertaan para guru dalam berbagai pelatihan, diimplementasikan ke dalam karya inovatif seperti media pembelajaran dan pembuatan video pembelajaran. Evaluasi program dilakukan dengan pembuatan evaluasi diri guru dan laporan yang terkait dengan program. (2) Faktor pendukung pelaksanaan Pengembangan Keprofesian Berkelanjutan adalah kemudahan sumber informasi yang diperoleh dari berbagai pihak yang terpusat pada forum Kelompok Kerja Guru dan sikap antusiasme guru yang tinggi mengikuti program, dukungan kepala sekolah. Sedangkan faktor penghambat adalah belum adanya anggaran khusus yang disiapkan dalam pelaksanaan Pengembangan Keprofesian Berkelanjutan , waktu guru yang terkadang bertabrakan dengan kegiatan lain, dan keterbatasan jaringan internet yang dimiliki untuk melaksanakan Pengembangan Keprofesian Berkelanjutan. The purposes of the study are to discover: (1) an overview of the Implementation of Continuous Professional Development (PKB) for primary School Teachers (2) Supporting and inhibiting factors in the Implementation of Continuous Professional Development (PKB) for primary School Teachers. This type of research is qualitative research using descriptive methods. The results of the study reveal that (1) an Overview of the Implementation of Continuous Professional Development (PKB) for primary school teachers of planning the program PKB fully implemented through the forum of the KKG. The implementation of the program PKB carried out with the participation of teachers in various training then implemented into the innovative work as a medium of learning and the making of the video learning. Program evaluation of PKB is also done with the manufacture of self-evaluation and teacher reports. (2) the supporting Factors in the implementation of PKB among them is the ease of the source of the information obtained from the various parties centralized on the forum of KKG and the attitude of the enthusiasm teachers is high when received information associated with the PKB, especially the support provided by head master of the school. While the inhibiting factors are not yet available funds, time teacher sometimes located in other activities, and the limitations of the internet network for PKB activities.

scholarly journals Mentoring As Component of Continuous Professional Development Program: A Case Study of Multan District

2020 ◽  
Vol 1 (2) ◽  
pp. 133-146
Author(s):  
Amna Saleem
Keyword(s):  
Professional Development ◽  
Primary School ◽  
Student Performance ◽  
Quantitative Research ◽  
School Teacher ◽  
Development Program ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers

Becoming a primary school teacher is a challenging assignment thatrequired skills and knowledge that are necessary to impact student performance. One tactic used to support primary school teachers is to assign experienced members of their profession astheir mentors. Mentor playsa significantrole inimproving teachers'professional developmentin their teaching profession.Intend outcomes of this paper wereto investigate the effectiveness of the procedures for the mentoring which are directed and organized by the regional teacher educatorsand to see its influence on the performance and dutiesof Teachers of primary school levels (PSTs) in Punjab.The extensive research study was descriptive.This study adopted the quantitative research method and utilized two research toolsquestionnaire and mentoring visit form.Outcomes of the studyexposed that the majority of the participants have a positive approach towardsan existingmentoring program. This study also provides evidence thatdue to the mentoring activities professional development of participants is enhanced. Major suggestions for the study were that mentorsshould be well trained and change their perspective towards contestants.

scholarly journals Comparative perspectives on professionalism and professional development: An exploratory case study of Greek primary school teachers’ perceptions

2017 ◽  
Vol 12 (4) ◽  
pp. 486-496 ◽  
Author(s):  
Amalia A Ifanti ◽  
Vasiliki S Fotopoulou ◽  
Haim H Gaziel
Keyword(s):  
Professional Development ◽  
Primary School ◽  
Personal Development ◽  
School Teachers ◽  
Primary School Teachers ◽  
Teachers Perceptions ◽  
School Year ◽  
And Training

This paper, which is of comparative interest in professionalism and professional development, reports on Greek primary school teachers’ views on specific aspects of the aforementioned issues. A total of 234 participants provided survey data, using anonymously filled-in questionnaires during the school year 2011–2012. More specifically, by examining teachers’ responses to five parameters of each case, we found out that, regarding professionalism, most teachers tended to score highly the importance of collaboration with their colleagues, parents and students, as well as their pedagogical concern for the students and their achievement. Regarding professional development, the demand for lifelong education and training, and for studying specific educational topics, was underlined. The teachers of our sample highlighted the great contribution of professionalism and professional development in their school routine. Moreover, they were aware of the complexities of professionalism and professional development and they closely related them with their personal development and the quality of their work at school. This survey confirmed that teachers’ professionalism and professional development is a universal phenomenon.

scholarly journals Opinions of Primary School Teachers about Mathematics Teaching During the Covid-19 Pandemic Period

2021 ◽  
Author(s):  
Esma Kilinc ◽  
Sumeyra Akkaya ◽  
Metin Kapidere
Keyword(s):  
Distance Education ◽  
Primary School ◽  
Structured Interview ◽  
School Teachers ◽  
Primary School Teachers ◽  
Face To Face ◽  
Expert Opinions ◽  
Teaching Of Mathematics ◽  
Education Process

This study was conducted to reveal the aspect of distance education studies on teaching of mathematics with the evaluation by class teachers during the Covid-19 Pandemic period. 24 primary school teachers from Onikisubat district of Kahramanmaras province have participated in the research. The semi-structured interview form developed in line with the expert opinions was applied to the primary school teachers separately. This study was required in order to evaluate the events experienced in the distance education process due to the coronavirus pandemic and the effects of the pandemic on the field of education in the direction of the opinions of the class teachers. Qualitative research was carried out to interpret any situation from a different perspective in the study, and a case study has been conducted to reach the depth of the situation. As a data collection tool, a semi-structured interview form was prepared with the approval of expert opinions. After the data were brought together, content analysis was carried out by giving similar descriptions and describing them in a way that the reader could comprehend. The sample of the study consisted of teachers who personally experienced the process in the nearby environment, which consists of easily accessible situation sampling in order to accelerate the study. It is thought that it will be important to work properly execution of the processes that may occur in such times by determining the causes and consequences of the situations experienced in the field of education due to reasons such as the suspension of face-to-face education and the cessation of schools after the pandemic in the world. As a result of the research, suggestions will be made for the studies that can be done about teaching mathematics in distance education.

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