scholarly journals Is changing teaching practice the mission impossible? A case study of continuing professional development for primary school teachers in Senegal

2015 ◽  
Vol 46 (5) ◽  
pp. 701-722 ◽  
Author(s):  
Takeshi Miyazaki
Keyword(s):  
Professional Development ◽  
Primary School ◽  
Teaching Practice ◽  
Continuing Professional Development ◽  
School Teachers ◽  
Primary School Teachers

scholarly journals Primary School In-Service Teachers Perceptions about Reflective Teaching Practice

2020 ◽  
Vol V (I) ◽  
pp. 23-30
Author(s):  
Sumera Imran ◽  
Amir Zaman ◽  
Abdul Ghafar
Keyword(s):  
Professional Development ◽  
Primary School ◽  
Reflective Practice ◽  
Primary Schools ◽  
Teaching Practice ◽  
Structured Interview ◽  
Reflective Teaching ◽  
School Teachers ◽  
Primary School Teachers ◽  
The Government

The purpose of this qualitative study was to understand the reflective practice as a process of continuing professional Development (CPD) implemented in different parts of the government primary schools of Pakistan recently. Case study design was adopted for a single school as it aims to understand the perceptions of primary school teachers about reflective teaching practice with the help of enriched data using semi structured interview. For data analysis content analysis method was applied and analysis was presented thematically for clarity and vividness. It was revealed that most teachers perceived reflective teaching as a helpful tool in improving professional capacity, valuable to share reflective practice with colleagues, constructive in receiving guidance in professional development and useful for assessing self-skills and considered its role in identifying developmental needs of their skills and prospective training. It is suggested that primary school teachers should engage in reflective practice on regular basis and should be provide internet facilities at school to strengthen their knowledge of using creative applications of reflective practice.

scholarly journals Can continuing professional development utilizing a game-centred approach improve the quality of physical education teaching delivered by generalist primary school teachers?

2016 ◽  
Vol 23 (2) ◽  
pp. 171-195 ◽  
Author(s):  
Andrew Miller ◽  
Narelle Eather ◽  
Shirley Gray ◽  
John Sproule ◽  
Cheryl Williams ◽  
...  
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Primary School ◽  
Continuing Professional Development ◽  
Teaching Quality ◽  
School Teachers ◽  
Primary School Teachers ◽  
Quality Of Teaching ◽  
Information Session

The primary objective of this study was to evaluate the efficacy of a continuing professional development (CPD) intervention in producing changes in physical education (PE) teaching practice and PE teaching quality by generalist primary school teachers when the CPD addressed the use of a game-centred approach. A cluster randomized controlled trial was conducted in seven primary schools in the Hunter Region, New South Wales, Australia. One year six teacher from each school was randomized into the Professional Learning for Understanding Games Education (PLUNGE) intervention ( n = 4 teachers) or the 7-week wait-list control ( n = 3) condition. The PLUNGE intervention (weeks 1–5) used an instructional framework to improve teachers’ knowledge, understanding and delivery of a game-centred curriculum, and included an information session and weekly in-class mentoring. The intervention was designed to enhance content and pedagogical knowledge for the provision of pedagogy focused on a broad range of learning outcomes. Teaching quality was assessed at baseline and follow-up (weeks 6 and 7) via observation of two consecutive PE lessons using the Quality Teaching Lesson Observation Scales. Linear mixed models revealed significant group-by-time intervention effects ( p < 0.05) for the quality of teaching (effect size: d = 1.7). CPD using an information session and mentoring, and a focus on the development of the quality of teaching using a game-centred pedagogical approach was efficacious in improving the quality of PE teaching among generalist primary school teachers.

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.

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