Teachers’ professional development through teachers’ professional activities

2018 ◽  
Vol 30 (8) ◽  
pp. 613-625
Author(s):  
Payal Sharma ◽  
Jagwinder Singh Pandher
Keyword(s):  
Professional Development ◽  
Field Survey ◽  
Relative Importance ◽  
Self Assessment ◽  
Content Type ◽  
Professional Activities ◽  
Confirmatory Factor ◽  
The Difference ◽  
Teachers Professional Development

Purpose This study aims to identify various teachers’ professional activities (TPAs) and classify these TPAs according to their relative importance for the professional development of teachers. Design/methodology/approach The systematic review of the literature had been conducted to identify various TPAs in the institutions. Later, an empirical research had been conducted through confirmatory factor analysis using AMOS 20.0 to classify these TPAs according to their relative importance using the natural gap in standardized beta (β) values. In total, 96 administrators of 35 technical institutions of Punjab (India) offering engineering and management programs and 93 veteran educational experts had responded in a field survey. Findings The results of the study identified eight TPAs and further revealed that “regular self-assessment,” “adopting a creative problem-solving approach” and “developing deep commitment to make the difference” qualify among the “most important” activities for the professional enhancement of the faculty. Originality/value The study highlights different TPAs that they must establish, raise, promote, encourage and organize for their development. The study further classifies different activities according to their relative importance. The institute can evaluate their resources, budgets and efforts according to the relative importance of such activities. The classification of TPAs would help faculty to increase their efficacy.

scholarly journals Critical Land Detection using Remote Sensing Device and Geographic Information (Case Study of Critical Land Basic of Catchments Area, Alang, Wonogiri)

2017 ◽  
Vol 19 (1) ◽  
pp. 1
Author(s):  
Beny Harjadi
Keyword(s):  
Remote Sensing ◽  
Field Survey ◽  
Critical Level ◽  
Satellite Image ◽  
Geographic Information ◽  
Level Data ◽  
The Difference

Work criteria and indicator of Catchments Area need to be determined because the success and the failure of cultivating Catchments Area can be monitored and evaluated through the determined criteria. Criteria Indicators in utilizing land, one of them is determined based on the erosion index and the ability of utilizing land, for analyzing the land critical level. However, the determination of identification and classification of land critical level has not been determined; as a result the measurement of how wide the real critical land is always changed all the year. In this study, it will be tried a formula to determine the land critical/eve/ with various criteria such as: Class KPL (Ability of Utilizing Land) and the difference of the erosion tolerance value with the great of the erosion compared with land critical level analysis using remote sensing devices. The aim of studying land critical level detection using remote sensing tool and Geographic Information System (SIG) are:1. The backwards and the advantages of critical and analysis method2. Remote Sensing Method for critical and classification3. Critical/and surveyed method in the field (SIG) Collecting and analyzing data can be found from the field survey and interpretation of satellite image visually and using computer. The collected data are analyzed as:a. Comparing the efficiency level and affectivity of collecting biophysical data through field survey, sky photo interpretation, and satellite image analysis.b. Comparing the efficiency level and affectivity of land critical level data that are found from the result of KPL with the result of the measurement of the erosion difference and erosion tolerance.

Contemporary trends in professional development of teachers: importance of recognising the context

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ali Nawab ◽  
Kerry Bissaker ◽  
Al Karim Datoo
Keyword(s):  
Professional Development ◽  
Reform Initiatives ◽  
Content Type ◽  
Resource Information ◽  
Time Period ◽  
Uniform Model ◽  
Teachers Professional Development ◽  
Major Argument ◽  
Education Resource ◽  
Quality Professional Development

PurposeWhereas the achievement of students has closely been linked with the quality of teachers and there is a bulk of literature supporting the need of teachers' preparation in enhancing their quality, professional development (PD) of teachers has been a central focus of reform initiatives in education across the globe. This paper aims at analysing the existing literature on PD of teachers to reflect on the models and characteristics of effective PD, and to highlight the importance of context in PD of teachers.Design/methodology/approachTo respond to the aim of the paper, a search in the field of pedagogy in Education Resource Information Centre (ERIC) was undertaken. The search strings used were “models of teachers' professional development”, “characteristics of teachers professional development” and “context in professional development” restricted to time period from 2000 to 2020.FindingsThe major argument this paper presents is that the models and characteristics of PD are relative and there is no uniform model to be implemented across contexts. Instead of debating the models and characteristics of effective PD, academics and practitioners have to be watchful to the context and the real needs of teachers in a particular context.Originality/valueThe paper critiques the generalisation of Western generated PD models to the developing world especially Pakistan which the existing research and literature is silent about.

Continuing professional development and special librarians in Jamaica

2019 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Marsha-Gay Robinson
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Information Network ◽  
Online Questionnaire ◽  
Content Type ◽  
Professional Activities ◽  
The Government ◽  
Areas Of Interest ◽  
E Mail ◽  
Practical Implications

Purpose The purpose of this paper is to examine the continuing professional development (CPD) activities undertaken by special librarians in Jamaica, their motivation, the challenges faced and the areas of interest for professional development. Design/methodology/approach Special librarians working in Jamaica were surveyed using an online questionnaire which was disseminated via e-mail. Findings The study indicates that special librarians in Jamaica were engaged in both formal and informal CPD activities. They were motivated by factors such as keeping up to date with changes in librarianship and personal satisfaction. Challenges to participating in CPD include, lack of funding, time constraints and lack of worthwhile options. Areas of interest for CPD were mainly information technology-based. Research limitations/implications The study was limited to the contact lists of the special libraries section of the Library and Information Association of Jamaica (LIAJA) and the Government Library and Information Network of the Jamaica Library and Information Network (JAMLIN). Practical implications The results have implications for the planning and implementation of continuing professional activities for Jamaica’s special librarians. It also fills a gap in library literature regarding the continuing professional activities of special librarians. Originality/value The paper is one of few studies focusing on the CPD activities of special librarians undertaken in a developing country.

scholarly journals PERSONAL PROFESSIONAL DEVELOPMENT AS A PREMISE FOR TEACHER’S LEADERSHIP

2018 ◽  
Vol 2 (7) ◽  
pp. 71
Author(s):  
Remigijus Bubnys ◽  
Natalija Kauneckienė
Keyword(s):  
Professional Development ◽  
School Improvement ◽  
School Leaders ◽  
Flexible Structures ◽  
Institutional Development ◽  
Educational Process ◽  
Organizational Level ◽  
Group Activities ◽  
Professional Activities ◽  
Teachers Professional Development

<p>Strategic documents on education emphasize learning leadership, discuss teachers’ activities related to continuous personal improvement in professional activities: by involvement in improvement of school activities, conducting research, participating in specialized group activities, projects, collaboration with colleagues, etc. Innovative trends of teachers’ professional development are the basis for the development of efficient leadership: a challenge promoting to introduce changes in teachers’ improvement by creating new conditions and possibilities for both teachers and school leaders. It is important for school leaders to ensure coherence between personal and institutional development needs, to create flexible structures while organizing support for teachers and promoting fostering of continuous learning culture in the organization. The research aim is to analyze experiences of heads of departments with regard to teachers’ personal professional development possibilities in their professional activities. The results disclose that teachers ambiguously assess the activity of the head of the department: concrete, individual support, attention, encouragement are emphasised but teachers are against observation and assessment of their activities. This is related to several reasons: teachers’ attitude towards change processes, innovations in teachers’ professional development, competencies of heads of education departments, and general school culture. It is important to create conditions for manifestation of teacher leadership in schools, creating conditions for every teacher to continuously improve the educational process, develop personal competencies, actively and responsibly participate in group activities, get involved in school improvement processes. Middle level leaders, heads of departments, acting as mediators while implementing individual, group and organizational level tasks, promote the development of teachers’ competencies.</p>

Electronic games classification in the library of congress and Dewey classification schemes: a comparative study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Nahed Salem ◽  
Ahmed Maher Khafaga Shehata
Keyword(s):  
Design Methodology ◽  
Classification Scheme ◽  
Library Of Congress ◽  
Content Type ◽  
Classification Schemes ◽  
The Subject ◽  
The Difference ◽  
Electronic Games ◽  
Decimal Classification

Purpose The study aims to explore the classification of electronic games in Dewey decimal classification (DDC) and The Library of Congress classification (LCC) schemes. Design/methodology/approach The study adopted a comparative analytical method to explore the topic in both the DDC and the LCC schemes by comparing its processing method in both schemes. The study measures the extent to which both schemes succeed in allocating notations covering the topic’s literature. Findings The study reached several results, the most important of which are: the difference between the two main cognitive sections, to which they belong to the topic, namely, arts and recreation (700) in the DDC scheme and the geography section (G) in the LCC scheme, while they were found to share the same sub-section scheme. The two schemes do not allocate notations to address the subject of electronic games as literature and other notations that have not been embodied for electronic games themselves or in the form of a compact disc or other media. Originality/value As far as we know, this is the first paper that compares the treatment of video games in DDC and Library of Congress classification schemes. The study allows for understanding the difference in the treatment of topics in both schemes, which would help in the decision of the adoption of a particular classification scheme.

Formation of professionalism of executives

2017 ◽  
Vol 31 (1) ◽  
pp. 45-55 ◽  
Author(s):  
Kirill Gerasimov ◽  
Boris Gerasimov
Keyword(s):  
Professional Competence ◽  
Qualitative Evaluation ◽  
Economic Systems ◽  
Content Type ◽  
Professional Activities ◽  
A Value ◽  
Model Of Management ◽  
National Model

Purpose The purpose of this paper is to present the results of the research in the sphere of education and preparation of Russian executives in view of mentality and elements of national model of management. Design/methodology/approach The research consisted in analysis of modern developments in the sphere of HR management in socio-economic systems. The authors used the materials on structuring and classification of managerial activities from various points of view. The research is based on recent tendencies in the sphere of application of intensive educational technologies. Findings Ten levels of managerial activities were distinguished on the basis of the performed research. Each of these levels is a new step of qualitative significance and complication of managerial activities. In order to achieve new and higher levels of professionalism, a model of professional development of executives was created, which consists of several blocks, which stimulates obtaining the knowledge and acquisition of certain skills in this sphere. The structure of problem and situational game “Professionalism of executives” and methodology of evaluation of activities of game participants are given. Practical implications Using game modeling for determination of the level of professional activities will allow evaluating specialists, in particular, executives, and determine qualitative evaluation of the level of their competence in various aspects of their activities. Originality/value The research possesses a value for lecturers, managers, and consultants of educational establishments who perform training, additional training, and development of professional competence of executive in organizations of any profile in view of national mentality.

scholarly journals Organisational and task factors influencing teachers’ professional development at work

2016 ◽  
Vol 40 (1) ◽  
pp. 36-55 ◽  
Author(s):  
Arnoud T. Evers ◽  
Béatrice I. J. M. Van der Heijden ◽  
Karel Kreijns
Keyword(s):  
Professional Development ◽  
Social Support ◽  
Learning Climate ◽  
Cross Sectional ◽  
Content Type ◽  
Study Results ◽  
Learning Competencies ◽  
Teachers Professional Development ◽  
The Right ◽  
And Task

Purpose – The purpose of this paper is to investigate organisational (cultural and relational) and task factors which potentially enhance teachers’ professional development at work (TPD at Work). The development of lifelong learning competencies and, consequently, the careers of teachers, has become a permanent issue on the agenda of schools worldwide. The workplace is also increasingly regarded as the place to develop these competencies. Design/methodology/approach – A model incorporating the relationships between organisational and task factors as predictor variables and TPD at Work as the dependent variable, is presented and empirically tested by a quantitative (survey research) method. Findings – The study results indicated that learning climate, social support from one’s immediate supervisor, social support from close colleagues and learning value of the function can act as important job resources for TPD at Work. Work pressure and emotional demands, on the other hand, appeared to act as job demands for TPD at Work, but also have the potential to enhance TPD at Work. Research limitations/implications – The most important limitations of the study were the cross-sectional nature of the study and the use of self-ratings only, which may imply common method bias. Practical implications – To enhance TPD at Work, it is vital for actors inside and outside schools to focus on the right working conditions (as mentioned under findings) in schools, so that teachers can learn from their job. Originality/value – Knowledge in schools and empirical research about which factors at the organisational and task level are important to enhance TPD at Work seems scarce. This research contributes to this knowledge gap.

Team leaders’ beliefs about teachers’ learning-path strategies

2018 ◽  
Vol 30 (5) ◽  
pp. 351-363 ◽  
Author(s):  
Janne van Bussel ◽  
Sean Justice ◽  
April Bang ◽  
Aquiles Damirón-Alcántara
Keyword(s):  
Professional Development ◽  
Professional Learning ◽  
Network Theory ◽  
Team Leaders ◽  
Content Type ◽  
Learning Path ◽  
Teacher Professional ◽  
Research Questions ◽  
Teachers Professional Development ◽  
Specific Learning

Purpose This paper aims to focus on professional development in the education sector. Its goal is to understand team leaders’ roles in teachers’ professional learning. Second, this paper seeks to understand the influence that team leaders have on teachers’ learning path strategies. Design/methodology/approach Following from van der Krogt’s (2007a) Learning Network Theory (LNT), this paper presents a qualitative study of teachers’ preferences for specific learning path strategies. Interview data were collected from teachers (N = 24) and team leaders (N = 5) at an intermediate vocational school in the Netherlands. Research questions ask to what extent teachers learning path strategies align with the learning path strategies that their team leaders think they should use, and about the influence team leaders have on teachers’ professional development. Findings Findings suggest that teachers and team leaders’ beliefs about learning path strategies differ greatly, and that team leaders have limited influence on the learning path strategies that teachers adopt. On the other hand, team leaders appear able to create conditions in which teachers can pursue professional learning because they do have influence on learning facilities. Originality/value These findings add to the scarce empirical evidence regarding LNT, learning path strategies and team leaders beliefs about teachers professional development. They also imply practical changes for team leaders who want to influence teacher professional development.

ISO 9001 overall performance dimensions: an exploratory study

2015 ◽  
Vol 27 (5) ◽  
pp. 519-531 ◽  
Author(s):  
Evangelos Psomas ◽  
Angelos Pantouvakis
Keyword(s):  
Iso 9001 ◽  
Self Assessment ◽  
Confirmatory Factor Analyses ◽  
Content Type ◽  
Service Companies ◽  
Product Service ◽  
Confirmatory Factor ◽  
Overall Performance ◽  
Performance Dimensions ◽  
Structured Questionnaire

Purpose – The purpose of this paper is to validate and assess the performance dimensions reflecting ISO 9001 benefits in service companies and to determine their relationships. Design/methodology/approach – A research study was carried out in 198 ISO 9001:2008 certified Greek service companies. Data were obtained through a structured questionnaire and have been analyzed with exploratory and confirmatory factor analyses. Findings – Four performance dimensions reflecting ISO 9001 benefits are extracted and validated, namely, product/service quality, operational, market and financial performance. Research limitations/implications – The research sample is limited to small and medium-sized enterprises operating in a specific European country. Further research may confirm the findings of this study to other countries as well. Practical implications – By determining and evaluating the performance dimensions and their inter-relationships, the ISO 9001 certified service companies are assisted to select an appropriate strategy to further improve their performance and competitiveness. The suggested model can be also used as a self-assessment and benchmarking tool for managers and practitioners alike. Originality/value – The present study provides a comprehensive model of performance dimensions reflecting ISO 9001 benefits in service companies.

scholarly journals Modern Trends in Continuous Professional Development of Foreign Language Teachers (On the Basis of the British Council Research)

2017 ◽  
Vol 7 (4) ◽  
pp. 89-97
Author(s):  
Olesia Sadovets
Keyword(s):  
Professional Development ◽  
Foreign Language ◽  
Professional Learning ◽  
Continuous Professional Development ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
British Council ◽  
Professional Activities ◽  
Academic Achievements ◽  
Teachers Professional Development

Abstract Research conducted by the British Council concerning modern continuous professional development of teachers has been analyzed. The issue concerning foreign language teachers’ professional development has been considered. Productive approach to this process that gives a teacher the opportunities to define aspects of their professional activities that are in need of improvement and introduce appropriate strategies of their own professional development has been characterized. Direct connection between continuous teachers’ professional development and the level of students’ academic achievements has been stressed. Key characteristics of effective professional development have been defined, namely: being correspondent to actual needs of teachers and students; teachers’ involvement into the decision making concerning the content and the fulfillment of professional development; provision of cooperation and teachers’ experience exchange; collegiality presupposing common work of teachers and educational establishments in general; practicality, that is the fulfillment of professional development directly in the process of teachers’ work in class; obligatory character of professional development as indispensable part of teachers’ work; constant reflection and research; prioritizing academic achievements of students as the main stimulus for professional learning of teachers; continuity of professional development and its consideration not as separate forms of work. Modern widely used forms of teacher professional development have been analyzed, namely: self-education, common lessons planning with their further analysis; professional discussions concerning new teaching techniques and the appropriateness of their application; reflexive groups for teaching experience exchange and lessons analysis (video recording of lessons or students’ works), observation/attending teachers’ lessons with their further discussion in constructive form and without formal evaluation; participation in professional learning communities to solve urgent issues concerning school work and teachers’ professional activities; common work of teachers with curricula for detailed studying of problematic issues and their elimination; common teachers’ elaboration of learning materials for definite groups of students; participation in mentoring programs; work in online educational communities It has been proved that modern professional development of foreign language teachers shifts its focus from the competency of a teacher to the level of students’ academic achievements which is the direct indicator of a teacher’s competency.

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