Methodology of Comparative Analysis of Public School Teachers’ Continuing Professional Development in Great Britain, Canada and the USA

Abstract In the article the methodology of comparative analysis of public school teachers’ continuing professional development (CPD) in Great Britain, Canada and the USA has been presented. The main objectives are defined as theoretical analysis of scientific and pedagogical literature, which highlights different aspects of the problem under research; characteristic of the research methodology, used to conduct the comparative analysis. Their major components of the research model (parametric-determining, conceptual and analytical, integrating-analytical and differentiating-analytical, prognostic component) have been defined and specified. Public school teachers’ CPD has been studied by foreign and domestic scientists: political, social, cultural and economic aspects of teachers’ CPD (L. Darling-Hammond, M. Tight); CPD programs (C. Pratt); CPD content (N. Dana Fichtman, M. Rees, A. Ross, S. Zepeda); CPD models, methods and forms (K. Duinlan, P. Grimmet, G. Troia, P. Wong); continuous professional education (Ya. Belmaz, A. Kuzminskyy, O. Kuznyetsova). The research methodology comprises theoretical (comparative-historical, logical, induction and deduction, comparison and compatibility, structural and systematic, analysis and synthesis, general scientific and interdisciplinary forecasting methods), and applied (observations, questioning and interviewing) methods. The research results have been presented.

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The Model of Unification and the Model of Diversification of Public School Teachers’ Continuing Professional Development in Great Britain, Canada and the USA

Comparative Professional Pedagogy ◽

10.1515/rpp-2016-0001 ◽

2016 ◽

Vol 6 (1) ◽

pp. 7-13 ◽

Cited By ~ 1

Author(s):

Nataliya Mukan ◽

Iryna Myskiv ◽

Svitlana Kravets

Keyword(s):

Professional Development ◽

Great Britain ◽

Public School ◽

Professional Education ◽

Continuing Professional Development ◽

Public School Teachers ◽

School Teachers ◽

Systematic Analysis ◽

Analysis And Synthesis ◽

The Usa

Abstract In the article the theoretical framework of public school teachers’ continuing professional development (CPD) in Great Britain, Canada and the USA has been presented. The main objectives have been defined as theoretical analysis of scientific and pedagogical literature, which highlights different aspects of the problem under research; presentation and characteristic of two models: the model of unification and the model of diversification of teachers’ professional development in the systems of continuing pedagogical education of Great Britain, Canada and the USA by the dominant traits. Their major components have been defined and specified. Public school teachers’ CPD has been studied by foreign and domestic scientists: content of public school teachers’ CPD (N. Dana Fichtman, M. Rees, A. Ross, S. Zepeda); CPD programs (C. Pratt); public school teachers’ CPD models, methods and forms (K. Duinlan, P. Grimmet, G. Troia, P. Wong); continuous professional education (Ya. Belmaz, А. Kuzminskyy, O. Kuznyetsova). The research methodology comprises theoretical (logical, induction and deduction, comparison and compatibility, structural and systematic, analysis and synthesis) and applied (observations, questioning and interviewing) methods. The research results have been presented.

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The Analysis of Content and Operational Components of Public School Teachers’ Continuing Professional Development in Great Britain, Canada and the USA

Comparative Professional Pedagogy ◽

10.1515/rpp-2016-0014 ◽

2016 ◽

Vol 6 (2) ◽

pp. 26-32

Author(s):

Nataliya Mukan ◽

Svitlana Kravets ◽

Nataliya Khamulyak

Keyword(s):

Professional Development ◽

Great Britain ◽

Public School ◽

Professional Education ◽

Continuing Professional Development ◽

Postgraduate Education ◽

Public School Teachers ◽

School Teachers ◽

Systematic Analysis ◽

The Usa

Abstract In the article the content and operational components of continuing professional development of public school teachers in Great Britain, Canada, the USA have been characterized. The main objectives are defined as the theoretical analysis of scientific-pedagogical literature, which highlights different aspects of the problem under research; identification of the common features of the content, models, forms and methods of continuing professional development of public school teachers. The legislative and normative framework of teachers’ CPD in Great Britain, Canada and the USA, which determines the CPD content, has been highlighted; teachers’ knowledge, skills, professional values and attitudes have been characterised; the key models, forms and methods of teachers’ CPD have been defined. The teachers’ CPD has been studied by foreign and Ukrainian scientists: models, forms and methods of teachers’ CPD (L. Chance, A. Hollingsworth, D. Ross, E. Villegas-Reimers), non-formal teachers’ CPD (J. Scheerens), continuing professional education (Ya. Belmaz, T. Desyatov), postgraduate education (A. Kuzminskyy, V. Russol), professional education (R. Hurevych, N. Nychkalo), teacher training (T. Koshmanova, Ye. Yevtukh), teachers’ professional development (N. Klokar, V. Oliynyk). The research methodology comprises theoretical (logical, induction and deduction, comparison and compatibility, structural and systematic, analysis and synthesis) and applied (observations, questioning and interviewing) methods. The research results have been presented.

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Constructivist Approach in a Paradigm of Public School Teachers′ Professional Development in Great Britain, Canada, the USA

Comparative Professional Pedagogy ◽

10.1515/rpp-2017-0016 ◽

2017 ◽

Vol 7 (2) ◽

pp. 7-12

Author(s):

Nataliya Mukan ◽

Olena Fuchyla ◽

Halyna Ihnatiuk

Keyword(s):

Professional Development ◽

Great Britain ◽

Public School ◽

Continuing Professional Development ◽

Developed Countries ◽

Constructivist Approach ◽

Public School Teachers ◽

School Teachers ◽

The Usa ◽

Teachers Professional Development

Abstract The article dwells on professional development of public school teachers as an inevitable constituent of education systems in the 21st century. In such economically developed countries as Great Britain, Canada and the USA, the problem of preparing teachers to a difficult and responsible task of upbringing and educating future citizens always remains topical. The authors define the following aim and objectives of their research: to conduct analysis of scientific and pedagogical literature and to define the notion of teachers′ “professional development”; to research a place and role of the constructivist approach to professional development of teachers. Some aspects of the problem under research have been studied by foreign and domestic scientists: political, social, cultural and economic aspects of teachers′ professional development (L. Darling-Hammond, M. Tight); elaboration of professional development curricula (C. Pratt); content of teachers′ professional development (N. Dana Fichtman, S. Zepeda); concept-oriented instruction (J. Guthrie); continuing professional development (Ya. Belmaz, A. Kuzminskyi, O. Kuznietsova). The research methodology comprises theoretical (logical, structural and systematic methods, induction and deduction, comparison and compatibility, analysis and synthesis) and applied (observations, questioning and interviewing) methods. The research results have been presented.

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Conceptualizing and Implementing a Professional Development Pilot Program for Public School Teachers to Strengthen Sexuality Education

Pedagogy in Health Promotion ◽

10.1177/2373379915583676 ◽

2015 ◽

Vol 1 (4) ◽

pp. 194-202 ◽

Cited By ~ 6

Author(s):

Kelly L. Wilson ◽

David C. Wiley ◽

Jeff Housman ◽

Elisa Beth McNeill ◽

Brittany L. Rosen

Keyword(s):

Professional Development ◽

Public School ◽

Sexuality Education ◽

Pilot Program ◽

Public School Teachers ◽

School Teachers

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Teachers’ Digital Competence Development: Estonian State Policy in the Field

Comparative Professional Pedagogy ◽

10.2478/rpp-2019-0003 ◽

2019 ◽

Vol 9 (1) ◽

pp. 26-32

Author(s):

Nataliya Mukan ◽

Margaryta Noskova ◽

Iryna Zinchuk

Keyword(s):

Professional Development ◽

Public School ◽

The State ◽

Public School Teachers ◽

Digital Competence ◽

School Teachers ◽

Systematic Analysis ◽

Normative Documents ◽

Teachers Professional Development ◽

State Educational

AbstractThe article reveals the results of the content analysis of Estonian legislative and normative documents, which define the state educational policy regarding the development of both professional and digital competences of school teachers at the current stage of the education reforming of the country. The main objectives are defined as the theoretical analysis of scientific-pedagogical literature, which highlights different aspects of the problem under research; identification of the main features of Estonian legislative framework for professional development of public school teachers, especially in the field of digital competence formation. Teachers’ professional development has been studied by foreign and Ukrainian scientists: L. Chance, A. Hollingsworth, N. Klokar, N. Mukan, V. Oliynyk, D. Ross, E. Villegas-Reimers etc. The paper, in particular, focuses on the provisions of the National Strategy for Continuing Education 2014–2020, the Professional Standards of the Teacher; The Law on Basic Schools and Secondary Schools, the State Program of Competent and Motivated Teachers and School Principals, which regulate goals, content and expected result of the development of the teacher’s digital competence and its importance for the development of education and the state. The analytical references and results of the research of the Organization for Economic Development and Cooperation, dedicated to Estonian education, have been summarized. The research methodology comprises theoretical (logical, induction and deduction, comparison and compatibility, structural and systematic, analysis and synthesis), and applied (observations, questioning and interviewing) methods. The analysis has been carried out through the prism of expediency of borrowing the Estonian positive experience for the educational system of Ukraine, in particular, in the field of public school teachers professional development. The research results have been presented.

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Examining the Relationship Between Beliefs About Mind-Set, Beliefs About Knowledge, and Cultural Proficiency Development for K-12 Public School Teachers

Education and Urban Society ◽

10.1177/0013124519835593 ◽

2019 ◽

Vol 52 (2) ◽

pp. 257-283

Author(s):

Joseph F. Spiess ◽

Robyn Cooper

Keyword(s):

Professional Development ◽

Public Schools ◽

Public School ◽

School Districts ◽

Cultural Proficiency ◽

Demographic Variables ◽

Public School Teachers ◽

School Teachers ◽

Mind Set ◽

K 12

As the 4-year high school graduation rate of African American and Latino/a students in U.S. public schools continues to lag behind their White peers, cultural proficiency development has become an increasingly significant focus of school districts. While substantial resources have been committed in school districts across the country to improve professional development and hiring practices, measurable gains have ranged from inconsistent to negligible. Given the improved understanding of the importance of cultural proficiency development for K-12 public school teachers, developing more effective ways to predict and support cultural proficiency development is a necessary step to take in efforts to improve outcomes for all students. In this study, we used a hierarchical regression analysis to determine the extent to which mind-set and beliefs about knowledge predicted cultural proficiency. Participants were 853 K-12 public school educators. In addition to demographic variables, five constructs were identified via factor analysis—mind-set of self, mind-set of others, simple knowledge, certain knowledge, and source of knowledge. Results indicated all five constructs, including the demographic variables of gender and age, were statistically significant predictors of cultural proficiency. Implications for professional development and human resource practices are discussed as well as topics for future research.

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