PROFESSIONAL ADVANCEMENT OF TEACHERS IN THE CONTEXT OF EDUCATIONAL ACTIVITY: CONCEPTUAL AND MANAGERIAL ASPECTS

Reflective Practice ◽

Student Performance ◽

Teacher Collaboration ◽

Development Programs ◽

Teaching Improvement ◽

Policy Makers ◽

The Relationship

While there is a significant amount of research and literature to explain the role of reflective practice in teaching, there is little research that reported the extent of such practice on classroom instructions and its spill effects on student learning outcomes. For this reason, this paper looks at the magnitude of reflective practice in shaping classroom instructions and how it facilitates for better student performance within the context of teachers’ professional development (PD) programs. Hence, the focus of the paper is two-fold: examining teachers’ PD programs that promoted reflective practice; and the relationship between reflective practice and student performance. The discussion on teachers’ reflective practice is timely. In particular, with the growing educational research and increasing body of evidence that pointed towards PD as having a significant influence on student achievement (Achinstein & Athanases, 2006; Fullan, 1990; Little, 2001). In addition, most PD efforts focused on teacher collaboration as a strategy for teaching improvement and eventually better academic performance of the students (Achinstein & Athanases, 2006). Many educators (Fendler, 2003; Loughran, 2002; Schon, 1983; Walkington, 2005) viewed reflective practice as situated at the heart of PD programs that sought teachers to examine their practice for improvement. This paper assists policy makers and education reformists in re-examining their PD efforts in targeting for variables that matter.

The role of academic study in teachers' professional development

Journal of In-service Education ◽

10.1080/13674580500200498 ◽

2005 ◽

Vol 31 (3) ◽

pp. 455-470 ◽

Cited By ~ 2

Author(s):

Ruth Williams

Keyword(s):

Academic Study

The role of consciousness-raising through critical reflection in teachers’ professional development: A sociocultural perspective

Cogent Education ◽

10.1080/2331186x.2016.1147990 ◽

2016 ◽

Vol 3 (1) ◽

pp. 1147990 ◽

Cited By ~ 2

Author(s):

Saman Ebadi ◽

Nouzar Gheisari ◽

Anne Murray Orr

Keyword(s):

Critical Reflection ◽

Sociocultural Perspective ◽

Consciousness Raising ◽

Developing Paradigms, Patterns, and Mechanisms for Science Teachers’ Professional Development in Area-Based Networks in Thailand

Science Education International ◽

10.33828/sei.v32.i3.11 ◽

2021 ◽

Vol 32 (3) ◽

pp. 273-278

Author(s):

Nattakit Sawadthaisong ◽

Keyword(s):

Science Teachers ◽

Job Training ◽

New Paradigm ◽

Multiple Networks ◽

School Based ◽

Professional Development Model ◽

National Affiliation ◽

The main purpose of this research was to develop a paradigm, pattern, and mechanism for the professional development of science teachers in area networks that was consistent with the needs of educational institutions according to the key priority agenda for development. The target groups used in this study were teacher production institutions and educational institutions in the northeastern region of Thailand. Research tools included data collection forms and questionnaires. The collected data were analyzed by standard statistical methods, including frequency, percentage, mean, standard deviation, priority need index (PNI), and content analysis. The results revealed that the paradigm, pattern, and mechanism for science teachers’ professional development found in the northeastern area–based networks of Thailand were individual-based development (ID), spiral patterns (SP), and multiple networks (MN). Individual-based development was a new paradigm of professional development that emphasized the driving force and quality from within by progressive and individualized programs using students’ outcome-based development. The spiral pattern was a professional development model emphasizing self-paced learning with diversity and an integrated model through blended, action-based learning, both on-the-job training and off-the-job training, using coaching and mentoring from the teacher production institution in the area. The multiple networks were a professional development mechanism cooperating and supported by a school, university, private sector, and local and national affiliation using school-based development. The way forward is to form a professional learning community using a cooperation network in a school which acts as a mechanism to drive policies for cooperative practice. Recommendations are offered as a result of this study. The results revealed that the paradigm, pattern, and mechanism for science teachers’ professional development found in the northeastern area–based networks of Thailand were individual-based development (ID), spiral patterns (PS), and multiple networks (MN). Individual-based development was a new paradigm of professional development that emphasized the driving force and quality from within by progressive and individualized programs using students’ outcome-based development. The spiral pattern was a professional development model emphasizing self-paced learning with diversity and an integrated model through blended, action-based learning, both on-the-job training and off-the-job training, using coaching and mentoring from the teacher production institution in the area. The multiple networks were a professional development mechanism cooperating and supported by a school, university, private sector, and local and national affiliation using school-based development.

Kultura odgojno-obrazovne ustanove i stručno usavršavanje učitelja

Magistra Iadertina ◽

10.15291/magistra.882 ◽

2007 ◽

Vol 2 (1.) ◽

Author(s):

Lidija Vujičić

Keyword(s):

Learning Organization ◽

Professional Training ◽

Educational Institution ◽

Educational Practice ◽

Institutional Development ◽

Teacher Professional ◽

Practice Teacher

Referring to many other authors, the author of this paper considers teachers' professional training as the institutional development in changing the culture of an educational institution that increases its capacity for continuous changes of educational practice, and not only the implementation of certain innovations. The particular reason for this is that the existence of new elaborated curriculums, legislations and other regulations, which determine or should direct educational practice, is not adequate for its quality changing. An educational institution is being discussed as an organization, and culture as a characteristic of an organization to which its memebers should adapt in the process of continuous evolution. The author advocates the thesis that threre is a need for different approach to teacher professional training that is aimed at the direct research and changing of personal practice. Teacher professional training is considered here as a strategy in the process of changing the culture of educational institutions. The vision of lifelong learning and continuous professional development demands a teacher who thinks in a critical way, who is trained for reflection and evaluation, who knows how to find or provide the prerequisites for the development of each of their pupils and how to encourage and support them in the process of learning. Above all, a teacher is considered here as an initiator of change, a promoter of learning who cares for their own personal and professional development and who is a part of the developing and learning organization, while at the same timethe reflection is considered to be a significant characteristic of teachers' professional development.

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

UPDATE OF PEDAGOGICAL VALUES IN THE PROCESS OF YOUNG TEACHERS’ PROFESSIONAL DEVELOPMENT

10.17770/sie2013vol1.160 ◽

2015 ◽

Vol 1 ◽

pp. 140

Author(s):

Santa Striguna

Keyword(s):

Professional Activity ◽

Educational Values ◽

Young Teachers

There are values in every profession that are used by its representatives in their professional activity. Such values are important to those working in education, too. The actualization of educational values is to be especially emphasized in the professional development of young teachers. Educational institutions serve as examples for modeling of acquisition and implementation of values and attitudes, for pedagogy implies values later mastered by society. In order to ensure optimal results of the process, it is important to promote the development of young teachers’ competencies for implementing innovations in acquisition of education and consolidate their functional and professional positions.

Teachers' Professional Development in the Digitized World

Leadership and Personnel Management ◽

10.4018/978-1-4666-9624-2.ch007 ◽

2016 ◽

pp. 145-154

Author(s):

Emsal Ates Ozdemir ◽

Kenan Dikilitaş

Keyword(s):

English Language ◽

Learning Experience ◽

Theoretical Background ◽

Language Teachers ◽

Constructivist Learning Theory ◽

Personal Meanings ◽

English Language Teachers ◽

Professional development for in-service English language teachers has increasingly become a need in higher education not only in Turkey but across the world. Due to the limited time teachers have and the distance between the source of service and the potential participants, using digitized activities and materials have naturally become a necessity. The purpose of this research is to report the potential impact of the course described below and discuss the role of blended learning experience of professional development on the participating teachers. The theoretical background of the study is experiential learning initiated by Kolb and socio-constructivist learning theory by Vygotsky in that both theories highlight the role of experiencing the change and focus on personal meanings and learning with and from others in real and online environments.

Teachers' Professional Development in the Digitized World

Educational Leadership and Administration ◽

10.4018/978-1-5225-1624-8.ch033 ◽

2016 ◽

pp. 681-691

Author(s):

Emsal Ates Ozdemir ◽

Kenan Dikilitaş

Keyword(s):

English Language ◽

Learning Experience ◽

Theoretical Background ◽

Language Teachers ◽

Constructivist Learning Theory ◽

Personal Meanings ◽

English Language Teachers ◽

Professional development for in-service English language teachers has increasingly become a need in higher education not only in Turkey but across the world. Due to the limited time teachers have and the distance between the source of service and the potential participants, using digitized activities and materials have naturally become a necessity. The purpose of this research is to report the potential impact of the course described below and discuss the role of blended learning experience of professional development on the participating teachers. The theoretical background of the study is experiential learning initiated by Kolb and socio-constructivist learning theory by Vygotsky in that both theories highlight the role of experiencing the change and focus on personal meanings and learning with and from others in real and online environments.

Multimodal Narratives in Research and Teaching Practices - Advances in Educational Technologies and Instructional Design ◽

Assessing Teaching Practices Development With Multimodal Narratives

10.4018/978-1-5225-8570-1.ch011 ◽

2019 ◽

pp. 231-250

Author(s):

Ana Edite Cunha

Keyword(s):

Teaching Practices ◽

Longitudinal Research ◽

Research Problem ◽

Task Design ◽

Epistemic Practices ◽

Productive Engagement

This chapter focuses on teachers' professional development, on the task design and on experimental work, as well as on the role of the teachers' mediation in the quality of student learning. The research problem was how the teacher can promote self-directed professional development, namely, improving the quality of teaching practices to influence the quality of students' learning, in their engagement in experimental tasks and epistemic practices. A longitudinal research methodology was followed during 10 years, based on a qualitative case study, from a curricular approach in secondary education. The analysis of data collection on teaching practices and students' learning over time and the teachers' professional pathways allow to formulate the following conclusions: (1) new traits of teaching practices were identified that promote students' productive engagement; (2) changes to the task design were enough to trigger differences in teachers' mediation, with consequences for students' epistemic practices and their productive engagement.

The Role of the Supplementary Professional Education in Building the Shared Information-Educational Environment

Profession-oriented School ◽

10.12737/12915 ◽

2015 ◽

Vol 3 (4) ◽

pp. 23-27

Author(s):

Шанин ◽

S. Shanin ◽

Шехматов ◽

S. Shekhmatov

Keyword(s):

Professional Education ◽

Educational Environment ◽

Primary Task ◽

Shared Information ◽

Professional Development Needs

The paper concerns such timely and promising approach to improve the system of retraining and professional development of educators as creating the shared information-educational environment, which would integrate several educational stages. Challenges and tasks facing the above mentioned educational institutions are analyzed. It is further concluded that the system of retraining and professional development needs to be fundamentally restructured and modernized. These activities should be undertaken in a variety of areas, including one of the most important goals — to introduce inforamtization to the system of supplementary professional education, where the primary task is to create the shared information-educational environment. Beside the advantages of informatization the authors also point out to the risks along the process and emphasize that introduction of IT technologies should be incremental, targeted and well-thought-out.