Online learning as an innovative model of Teachers’ Professional Development (TPD) in the digital era: A literature review

2018 ◽  
pp. 69-77
Author(s):  
W. Wuryaningsih ◽  
M. Darwin ◽  
D.H. Susilastuti ◽  
A.C. Pierewan
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Literature Review ◽  
Digital Era ◽  
Innovative Model ◽  
Teachers Professional Development

Empowering Professional and Ethical Competence on Reflective Teaching Practice in Digital Era

2018 ◽  
pp. 136-152 ◽  
Author(s):  
Miftachul Huda ◽  
Kamarul Shukri Mat Teh
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Teaching Practice ◽  
Direct Interaction ◽  
Educational Practice ◽  
Reflective Teaching ◽  
Digital Era ◽  
Framework Model ◽  
Formal And Informal Learning ◽  
Professional Development Of Teachers

In the last decade, the reflective teaching practice has been considered to look at program and planning which should be taken into action. However, the digital era has shifted teaching practice from direct interaction to virtual one. It has challenges such as professional skills on online learning. This chapter aims at filling this gap by proposing the framework model on reflective teaching practice to pay special attention to professionalism and ethical essence in a way that can be taken seriously among the school holders. This chapter could enhance learning and professional development of teachers, which should be seen as a continuing process combining formal, non-formal, and informal learning so that students will have the chance to reflect in a direct way even though the educational practice is constituted in a special way in various settings.

scholarly journals Ecology of Children's Career Development: A Review of the Literature

2016 ◽  
Vol 32 (4) ◽  
Author(s):  
Maria do Ceu Taveira ◽  
Íris Martins Oliveira ◽  
Alexandra Mendes Araújo
Keyword(s):  
Professional Development ◽  
Social Class ◽  
Career Development ◽  
Literature Review ◽  
Ecological Perspective ◽  
Review Of The Literature ◽  
Work Situation ◽  
Teachers Professional Development ◽  
The Life Course ◽  
Practical Implications

ABSTRACT Previous efforts to elaborate an organizing framework for the study of children's career development identified its main dimensions and processes. However, the existing literature on children's ecological subsystems is scarce. This article presents a literature review of the context of children's career development. Based on Bronfenbrenner's theory, 36 eligible articles covered the following subjects: the microsystems family and school; the mesosystems family-school/peer-school relations and antecedents of transitions; the exosystems parents' work situation, social class, curriculum and teachers' professional development; the macrosystems ethnicity and culture; and the chronosystems passage of time over the life-course and across generations. An ecological perspective can be included in an organizing framework of children's careers and support further research and intervention. Empirical and practical implications are discussed.

scholarly journals Teacher Video Coaching, From Design Features to Student Impacts: A Systematic Literature Review

2021 ◽  
pp. 003465432110469
Author(s):  
Sara van der Linden ◽  
Jan van der Meij ◽  
Susan McKenney
Keyword(s):  
Professional Development ◽  
Literature Review ◽  
Teacher Learning ◽  
Student Outcomes ◽  
Empirical Studies ◽  
Learning Processes ◽  
Design Features ◽  
Teachers Professional Development ◽  
Insight Into ◽  
Video Coaching

Video and coaching as vehicles for teachers’ professional development have both received much attention in educational research. The combination of the two, video coaching, where teachers watch and discuss videos of their own practice with a coach, seems especially promising, but there is limited insight into how the design leads to desired teacher and student outcomes through mediating enactment processes. This review systematically synthesized the occurrences and co-occurrences of video coaching design features, enactment processes, teacher outcomes, and student impacts as reported in 59 empirical studies. The literature corpus contained information on design features for all studies, but the video coaching enactment processes were described in only half of the studies. Altogether, the studies showed that video coaching can support some positive teacher outcomes, such as changes in pedagogical behavior, but evidence was not consistently reported for all types of outcomes. Few studies examined impacts on learners. Taken together, this review revealed important gaps in knowledge, which highlights the importance of paying attention to unpacking teacher learning processes.

scholarly journals The Significance of Neuroscience for Teaching English as Second Language (TESL) in the Digital Era

2019 ◽  
pp. 158-163
Author(s):  
Dr. Diana Po Lan Sham
Keyword(s):  
Professional Development ◽  
Adult Students ◽  
Teaching And Learning ◽  
Language Teachers ◽  
Esl Teachers ◽  
English As Second Language ◽  
Positive Effects ◽  
Digital Era ◽  
Teachers Professional Development ◽  
The Brain

In formal TESL courses, Phonetics, Linguistics, Grammar as well as Psychology are taught. However, Neuroscience, the study of the brain, is necessary for ESL teachers for future professional development to meet the rapidly changing needs of the students at all levels in the digital era. Designing educational practices without knowledge of the brain is like “an automobile designer without a full understanding of engines” (Hart, 1999). Based on the neurological evidence of processing of English and Chinese words in the bilinguals’ brain, Sham (2002) found a new Dual Coding (Paivio, 1986) model for designing CSL teaching materials that best fits young learners’ limited capacity of the brain by reducing their cognitive load (Sweller et al., 1998). Although little research linking neuroscience and learning, Guy and Byrn (2013) emphasis on the understanding of neuroscience of working memory has positive effects on motivating students learning. Direct implication of neuroscience by language teachers has been found difficult, but interdisciplinary study of neuroscience, psychology and education is fruitful (Coch et al., 2007) and there has a great impact of neuroscience on teaching and learning including its implication for ESL college classroom (Sousa, 2010). This paper reviews current research of neuroscience, psychology integrating with ESL teaching and learning, and provides the adult students’ feedback of learning IELTS through the design related to neuropsychological findings in order to demonstrate how significant neuroscience is on TESL. In other words, understanding of neuroscience facilitates ESL teaching and benefits ESL teachers’ professional development in future (247 words).

Sign in / Sign up

Export Citation Format

Share Document