Producing ‘quality’ teachers: the role of teacher professional standards

2012 ◽  
Vol 40 (1) ◽  
pp. 1-3 ◽  
Author(s):  
Ninetta Santoro ◽  
Jo-Anne Reid ◽  
Diane Mayer ◽  
Michael Singh
Keyword(s):  
Professional Standards ◽  
Quality Teachers ◽  
Teacher Professional

Assess Role of School Nurse Regarding Professional Standards at Primary Schools in Benha City

2018 ◽  
Vol 3 (1) ◽  
pp. 107-117
Author(s):  
Shimaa Esmeal ◽  
Mahboba Abd El- Aziz ◽  
Hedea Mohy
Keyword(s):  
Primary Schools ◽  
School Nurse ◽  
Professional Standards

Standardization and modernization of Kazakhstan Higher education

2021 ◽  
pp. 95-101
Author(s):  
Yu.N. Pak ◽  
◽  
Zh.S. Nuguzhinov ◽  
D.Yu. Pak
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Learning Outcomes ◽  
Educational Programs ◽  
Educational Process ◽  
Professional Standards ◽  
Educational Standards ◽  
The Republic ◽  
State Educational

Worked out is the analyzes of development of the Kazakhstan system of standardization of higher education on the example of several generations of state educational standards. Their features are examined in structural terms, as well as in terms of the requirements for the compulsory minimum of the educational content, the level of preparedness of graduates and learning outcomes. The dynamics of transformations in the context of expansion of universities academic freedoms, the ratio of compulsory and university components of educational programs is shown. The role of educational and methodological associations of universities of the Republic of Kazakhstan in the development of the regulatory and legal support of the educational process is emphasized. The relevance of introducing the competence-based approach in higher education on the basis of combining educational and professional standards is noted. It is shown that inconsistent and hasty reforms, uncompetitive level of teachers’ remuneration, expanding bureaucratization, underdeveloped quality assurance culture do not contribute to the successful modernization of higher education.

Regulating the regulators: the rise of the United Kingdom Professional Standards Authority

2018 ◽  
pp. 93-116
Author(s):  
Judith Allsop ◽  
Kathryn Jones
Keyword(s):  
United Kingdom ◽  
Self Regulation ◽  
Professional Standards ◽  
Corporate Management ◽  
Top Down ◽  
Professional Regulation ◽  
The United Kingdom ◽  
Management Techniques

In the United Kingdom reforms to professional regulation have been introduced to enhance public protection. This chapter accounts for changes from 2002 to 2016 with the introduction of a meta-regulator to oversee nine statutory professional Councils. It examines the expansion of the role of the meta-regulator and reforms within the professional councils themselves. It draws on data collected to show increases in costs and activity and explains the shift from self-regulation to top-down governance using corporate management techniques of audit and review. It demonstrates that the reforms have been evolutionary and that further reform is ongoing.

Demographics as Variable in Assessing the Teaching Competence of Teachers in Catholic Schools

2020 ◽  
Vol 3 (2) ◽  
pp. 33-34
Author(s):  
Chona D. Jorilla ◽  
Joel M. Bual
Keyword(s):  
Personal Growth ◽  
Catholic Schools ◽  
Teaching And Learning ◽  
Professional Standards ◽  
Professional Status ◽  
Quality Teachers ◽  
Teaching Competence ◽  
High Regard ◽  
Teaching Learning ◽  
K 12

Competent and quality teachers are the principal key of an excellent educational system, for they contribute to the integral formation of the learners. Their unique role in the teaching-learning process enables these children to maximize their potentials in becoming active and critical thinkers. Through this professional endeavor, they become stewards of knowledge not only for learners but also for the building and growth of the nation. Thus, for teachers to perform this mission, they must show high regard for professional standards and competence. However, most Catholic schools nowadays are confronted with the challenges of teaching competence due to the gradual migration of qualified educators to public institutions considering the demands of high remuneration and K-12 educational reform. In this sense, they resort to hiring new and unqualified teachers who compromise the continuity of quality Catholic teaching and learning.  Hence, the paper assessed the level of teaching competence of Diocesan Catholic schools in Antique in the light of content knowledge and pedagogy, learning environment, diversity of learners, curriculum and planning, assessment and reporting, community linkages and professional engagement, and personal growth and professional development domains of Philippine Professional Standards for Teachers (PPST). Likewise, it sought to establish the relationship between teaching competence and their age, sex, employment status, and professional status.              

Coaching to develop teacher professional noticing: planning with students and mathematics in mind

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Paula M. Jakopovic
Keyword(s):  
Narrative Analysis ◽  
Teacher Noticing ◽  
Professional Noticing ◽  
Mathematics Coaching ◽  
Content Type ◽  
Teacher Professional ◽  
And Mathematics ◽  
Release Model ◽  
Gradual Release

PurposeThis paper examines how intentional mathematics coaching practices can develop teacher professional noticing of “ambitious teaching practices” (NCTM, 2020) through connected, collaborative coaching cycles.Design/methodology/approachNarrative analysis is used to examine observations of a mathematics coach and novice teacher to better understand the role of the coach in helping teachers attend to ambitious mathematics teaching (AMT) practices.FindingsThe initial findings of this study suggest that intentional use of focused goals, iterative coaching cycles and a gradual release model of coaching can support shifts in noticing of AMT from being led by the coach to being facilitated by the teacher.Originality/valueThis study offers new insights into the functions of mathematics coaching that can foster shifts in teacher noticing and practice toward AMT. It contributes to the literature on what mathematics coaching looks and sounds like in the context of conversations with teachers, as well as the potential influence that structured, intentional, ongoing coaching supports can have on teacher noticing.

Creativity, Digitality, and Teacher Professional Development

2015 ◽  
pp. 691-722 ◽  
Author(s):  
Punya Mishra ◽  
Danah Henriksen ◽  
Rohit Mehta
Keyword(s):  
Educational Technology ◽  
Research And Practice ◽  
Transformational Teaching ◽  
Meta Level ◽  
Big Picture ◽  
Teacher Professional ◽  
Theory Research ◽  
Future Work ◽  
Education Courses

This article describes the development of a trans-disciplinary framework for creative teaching using technology. In recent years, the authors of this paper (and collaborators) have sought to better understand the role of creativity in educational technology. Our approach seeks to inform theory, research, and practice. In this piece we step back to provide a big-picture view of the process of developing a theoretical framework for creative, transformational teaching with digital technology. We describe the development of our ideas over time, through research projects focused on highly creative teachers and their practices. We describe how we have applied these ideas in teacher education courses devoted to creativity and technology, and developed rubrics for evaluating creative products. At a meta-level we aim to provide a rich example of the reciprocal nature of theory, research, and practice in educational technology. Through this we hope to provide one example of how such a theory/research/practice development process works, with the goal of informing future work of this type.

scholarly journals Do Pre-service Teachers Dance with Wolves? Subject-Specific Teacher Professional Development in A Recent Biodiversity Conservation Issue

2018 ◽  
Vol 11 (1) ◽  
pp. 47 ◽  
Author(s):  
Alexander Büssing ◽  
Maike Schleper ◽  
Susanne Menzel
Keyword(s):  
Professional Development ◽  
Transformative Learning ◽  
Biodiversity Conservation ◽  
Teacher Professional Development ◽  
Positive Attitudes ◽  
Subject Specific ◽  
Teacher Professional ◽  
Affective Components ◽  
Affective Dimensions

Biodiversity conservation issues are adequate topics of Education for Sustainable Development (ESD), as they involve ecological, economic and social aspects. But teaching about these topics often challenges teachers due to high factual complexity but also because of additional affective dimensions. As a consequence, teacher professional development in ESD should address these affective components, to better qualify and motivate teachers to integrate conservation issues into their teaching. To investigate behaviourally relevant factors, we selected the context of natural remigration and conservation of the grey wolf (Canis lupus) in Germany and surveyed 120 pre-service biology teachers (M = 23.2 years, SD = 3.3 years) about contextual factors and their motivation to teach about the issue. Participants reported more positive attitudes, higher enjoyment and an increased perceived behavioural control towards teaching the issue in future teachers when they perceived a smaller psychological distance to the issue and an overall higher motivation to protect the species. As this motivation was grounded in more fundamental personality characteristics like wildlife values and attitudes towards wolves, we discuss the central role of these traits as a basis for transformative learning processes and the necessity of a holistic and subject-specific teacher professional development in ESD.

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