scholarly journals School Leaders as Participants in Teachers’ Professional Development: The Impact on Teachers’ and School Leaders’ Professional Growth

2015 ◽  
Vol 40 (12) ◽  
Author(s):  
Annette Hilton ◽  
Geoff Hilton ◽  
Shelley Dole ◽  
Merrilyn Goos
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
School Leaders ◽  
Teachers Professional Development ◽  
The Impact

scholarly journals Career Counselling – Essential Part of the Personal and Professional Development Process for the Students and Young Reserchers in the Engineering Field

2020 ◽  
Vol 25 (0) ◽  
pp. 71-77
Author(s):  
Simona Magdalena Hainagiu ◽  
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Soft Skills ◽  
Skills Training ◽  
Training Programme ◽  
Career Counselling ◽  
The Sustainable Development ◽  
Wide Range ◽  
Professional Profile ◽  
The Impact

Career counselling is an important process in the personal and professional development of young professionals. In a continuously changing labour market, the graduates in the engineering field have been rapidly become conscious that the technical abilities are only the core of their professional profile, and the need to add a wide range of soft skills become mandatory prerequisites imposed by the human resources services in the recruiting companies. Our research investigated the impact of a soft skills training programme developed in the framework of a European Union funding project. The results revealed a vivid interest of young researcher in the engineering filed for the personal and professional growth especially for the development of communication and teamwork abilities. The professional counselling activities are a largely integrated component among the activities and the general intervention directions proposed by the European funding projects revealing a real need for the sustainable development of these support activites.

scholarly journals Teacher Learning Community and EFL Teacher Professional Development

2021 ◽  
pp. 54-58
Author(s):  
Hongmei Han ◽  
◽  
Jinghua Wang
Keyword(s):  
Professional Development ◽  
Learning Community ◽  
Teacher Learning ◽  
Academic Writing ◽  
Teaching Practice ◽  
Research Activities ◽  
Efl Teachers ◽  
Teachers Professional Development ◽  
The Impact ◽  
Teacher Learning Community

This study explores the impact of teacher learning community on EFL teachers’ professional development. The participants are 17 EFL teachers from Hebei University in China. A year-long study was conducted on these teachers' group leaning activities through participatory observation and in-depth interviews. The preliminary results are as follows: 1) Generally speaking, through conversation, interaction and online peer evaluation in learning community, participant teachers have improved professionally in terms of critical thinking, academic writing, reflective thinking and research awareness; 2) In learning activities of the community, the experienced teachers focused more on the construction of knowledge regarding research methodology, through interaction with others and participation in teaching-based research activities, to reconstruct their knowledge about teaching and research; while the novice teachers placed more emphasis on the reconstruction of knowledge regarding pedagogical theories and the way these theories are applied in teaching practice, through social interaction with other teachers.

scholarly journals Professional Development in Mathematics Education—Evaluation of a MOOC on Outdoor Mathematics

Mathematics ◽  
2021 ◽  
Vol 9 (22) ◽  
pp. 2975
Author(s):  
Eugenia Taranto ◽  
Simone Jablonski ◽  
Tomas Recio ◽  
Christian Mercat ◽  
Elisabete Cunha ◽  
...  
Keyword(s):  
Professional Development ◽  
Task Design ◽  
Theoretical Background ◽  
Special Focus ◽  
Message Board ◽  
Digital Tool ◽  
Massive Open Online Course ◽  
Qualitative Approaches ◽  
Teachers Professional Development ◽  
The Impact

In this paper, we examine the impact of a massive open online course (MOOC) in the context of outdoor mathematics on the participating teachers’ professional development. We firstly introduce the theoretical background on outdoor mathematics, focusing on math trails with the digital tool MathCityMap and professional development to be accomplished using MOOCs. By taking into account the MOOC “Task Design for Math Trails”, with 93 finalists, we analyze the learning progress of 19 selected case studies from different nations and learning levels by taking into account their answers in a pre- and post-questionnaire and their posts on a specific communication message board, with a special focus on the MOOC’s topics’ task design for outdoor mathematics and the digital tool MathCityMap. The analysis is performed using different quantitative and qualitative approaches. The results show that the teachers studied have benefited from professional development, which is evident in the expansion/evolution of their knowledge from a content, pedagogical, and technological perspective. Finally, we formulate consequences for professional development in STEM education, and conclude the paper with limitations to be drawn and a perspective for further research.

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>

scholarly journals School-Based Mentoring for Professional Development of Inclusive School Teachers

2011 ◽  
Vol 13 (1) ◽  
pp. 72-83 ◽  
Author(s):  
Ženija Bērziņa
Keyword(s):  
Professional Development ◽  
Inclusive Education ◽  
Teaching Method ◽  
School Level ◽  
School Teachers ◽  
School Based ◽  
Inclusive School ◽  
School Based Mentoring ◽  
Teachers Professional Development ◽  
The Impact

School-Based Mentoring for Professional Development of Inclusive School TeachersBecause of the importance and the complexity of inclusive education, the implementing of a new teaching method in fifteen schools of four regions of Latvia was integrated with school-based teacher mentoring in a two-year project. A new method of teaching basic concepts for children with learning disabilities was a crucial part of in-service teacher training mentoring programme. This paper illuminates mentors' and teachers-mentees' perceptions on the impact of mentoring on their teaching at the primary school level. Data collected by the means of self-evaluation includes teachers' and their mentors' views on the role of mentoring and teachers' collaboration in teachers' professional development and inclusion of children with special needs. The results of the study show that mentoring and collaboration are pre-conditions for successful teachers' professional development, which creates, in its turn, a favourable basis for enhancement of inclusive education programmes.

scholarly journals Preschool Teachers’ Involvement in Informal Learning as an Important Factor of Their Professional Development

2020 ◽  
Vol 26 (3) ◽  
pp. 69-85
Author(s):  
Danijela Blanuša Trošelj ◽  
Karla Franković ◽  
Milena Valenčič Zuljan
Keyword(s):  
Professional Development ◽  
Informal Learning ◽  
Teacher Development ◽  
Professional Training ◽  
Preschool Teachers ◽  
Research Questions ◽  
The Republic ◽  
Teachers Professional Development ◽  
The Impact ◽  
Children's Activities

Every preschool teacher’s activity results in changes in the preschool teacher as well as in the practice. In situations where we have a limited number and form of professional training offered to preschool teachers, whose attendance is not always subject to the personal plan of preschool teachers’ professional development, informal learning adds great value to teacher development. This paper aims to examine the involvement of preschool teachers in certain forms of informal learning and their reflection on the impact these forms have on their professional development. The empirical part of the paper presents the results of a survey conducted among preschool teachers. 110 preschool teachers from the Republic of Croatia responded to the questionnaire and we got answers to two research questions. The results show that preschool teachers are most often involved in a form of informal learning which includes agreeing on how to work with a colleague from the group and documenting the children’s activities.

scholarly journals Research on Fragmentation Learning of Primary School Chinese Teachers Based on WeChat

2018 ◽  
Vol 6 (12) ◽  
pp. 189-196
Author(s):  
Decheng Zhang ◽  
Jinxin Chen ◽  
Mingxia Zhang ◽  
Caigen Zhou
Keyword(s):  
Professional Development ◽  
Primary School ◽  
Lifelong Learning ◽  
Professional Growth ◽  
Smart Phone ◽  
Personal Space ◽  
Third Party ◽  
Chinese Teachers ◽  
Other Information ◽  
The Impact

Teacher learning is characterized by informal learning and lifelong learning. Mobile devices and personal space in the information environment provide convenient conditions for the professional development of teachers. China's WeChat uses smart phone terminals as a platform to realize fast and two-way communication of voice, video, pictures, text, location and other information through the network. WeChat friends circle function, users can publish text, pictures and videos at any time, and become a record of life, A handy tool for sharing information with friends. This study uses case study methods, using Python and third-party library jieba, to analyze the text information of a primary school Chinese teacher WeChat friends circle, and assist in interviews and other methods to study the impact of fragmented learning on the professional growth of primary school Chinese teachers. Teachers can consciously improve their moral cultivation, establish a lifelong learning conviction, focus on their own professional development, be good at reflection, and actively carry out teaching reform. This leads to the general conclusion that teachers have a high degree of professional development consciousness and are practitioners of lifelong learning; fragmented and mixed learning is the most important form of learning for teachers; reflection is the best way for teachers to grow; innovative practice To be a smart teacher is the goal of the teacher.

Using ePortfolios to Facilitate Professional Development Among Pre-Service Teachers

2011 ◽  
pp. 340-357 ◽  
Author(s):  
Gail Ring ◽  
Sebastian Foti
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Teacher Education Program ◽  
College Of Education ◽  
Small Population ◽  
Electronic Portfolio ◽  
Single Class ◽  
Elementary And Secondary Education ◽  
Electronic Teaching ◽  
The Impact

The purpose of this study was to examine an electronic portfolio project as it was implemented in a teacher education program in a College of Education to determine how these electronic teaching portfolios affect a student’s professional development. Much of the recent portfolio research discusses portfolio implementation in an anecdotal manner, focusing on studies undertaken in a single class, or with a small population of pre-service teachers. This study investigated the implementation of an electronic portfolio project throughout a four-year period, collecting data from students enrolled in the Early Childhood, Elementary, and Secondary Education programs. It explored the impact the development of an ePortfolio had on the professional growth of these students.

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