Further Teacher Training As A National System Component Of Professional Teacher Development

2020 ◽  
Author(s):  
Liliya V. Goryunova
Keyword(s):  
Teacher Training ◽  
Teacher Development ◽  
System Component ◽  
National System ◽  
Professional Teacher

scholarly journals TENDÊNCIAS DAS PESQUISAS SOBRE FORMAÇÃO DOS PROFESSORES ADMINISTRADORES NA DOCÊNCIA UNIVERSITÁRIA

2021 ◽  
Vol 28 (2) ◽  
pp. 114
Author(s):  
João Carlos Coelho Junior ◽  
Adriana Moreira da Rocha Veiga
Keyword(s):  
Teacher Training ◽  
Teacher Development ◽  
Training And Development ◽  
University Teaching ◽  
Academic Context ◽  
Theoretical Contribution ◽  
Desarrollo Profesional ◽  
Professional Teacher ◽  
Education Personnel ◽  
Unitary Analysis

O artigo revisa sistematicamente o que tem sido produzido sobre a formação dos Professores Administradores na docência universitária, disponível no Catálogo de Teses da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), entre 2012 e 2018, analisando em que medida elucida a sua formação e desenvolvimento profissional docente. A análise unitária abrangeu recorte temático, questões, objetivos, aporte teórico e metodologia, reunindo conhecimentos próximos do tema e prospectando horizontes teórico-práticos. No conjunto, as produções abordam a docência e a discência no contexto acadêmico das Ciências Administrativas com aportes da Área Educação - formação docente e saberes/fazeres na docência. Compreender como se constituí a docência nas Ciências Administrativas e que saberes/fazeres a constituem prospecta novas pesquisas e provoca à criação de uma rede de formação e desenvolvimento profissional docente, acolhendo os Professores Administradores em ações de assessoramento entre pares, produzindo, na base da docência universitária, a pedagogia universitária específica da área.Palavras-chave: professor Administrador; formação de professores; saberes docentes; Pedagogia universitária; desenvolvimento profissional docente.CURRENT TRENDS IN RESEARCH ON TEACHER TRAINING ADMINISTRATORS IN UNIVERSITY TEACHINGAbstractThe article systematically reviews what has been produced on the training of the Administrative Professors in university teaching, available in the Thesis Catalog of the Coordination of Improvement of Higher Education Personnel (CAPES), between 2012 and 2018, analyzing the extent to which it elucidates their training and professional teacher development. The unitary analysis covered thematic, questions, objectives, theoretical contribution and methodology, gathering knowledge close to the theme and prospecting theoretical-practical horizons. On the whole, the productions deal with the teaching and the discourse in the academic context of the Administrative Sciences with contributions of the Education Area - teacher training and knowledge / doings in teaching. To understand how the teaching in the Administrative Sciences was constituted and that knowledge / tasks constitute a prospect of new researches and causes to the creation of a network of professional teacher training and development, welcoming the Professors Administrators in actions of advising among peers, producing, in the base of teaching university, the specific university pedagogy of the area.Keywords: professor Administrator; teacher training; teacher knowledge; university Pedagogy; professional teacher development.TENDENCIAS DE LAS INVESTIGACIONES SOBRE FORMACIÓN DE LOS PROFESORES ADMINISTRADORES EN LA DOCENCIA UNIVERSITARIAResumenEl artículo revisa sistemáticamente lo que ha sido producido sobre la formación de los Profesores Administradores en la docencia universitaria, disponible en el Catálogo de Tesis de la Coordinación de Perfeccionamiento de Personal de Nivel Superior (CAPES), entre 2012 y 2018, analizando en qué medida elucida su formación y desarrollo profesional docente. El análisis unitario abarcó recorte temático, cuestiones, objetivos, aporte teórico y metodología, reuniendo conocimientos cercanos al tema y prospectando horizontes teórico-prácticos. En el conjunto, las producciones abordan la docencia y la discencia en el contexto académico de las Ciencias Administrativas con aportes del Área Educación - formación docente y saberes / haceres en la docencia. Comprender cómo se constituye la docencia en las Ciencias Administrativas y que saber / hacer la constituyen prospecta nuevas investigaciones y provoca la creación de una red de formación y desarrollo profesional docente, acogiendo a los Profesores Administradores en acciones de asesoramiento entre pares, produciendo, en la base de la docencia universitaria, la pedagogía universitaria específica del área.Palabras clave: profesor Administrador; formación de profesores; saberes docentes; Pedagogía universitaria; desarrollo profesional docente.

scholarly journals Using the Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) in Supervision

2021 ◽  
Vol 10 ◽  
pp. 216495612198994 ◽  
Author(s):  
Alison Evans ◽  
Gemma M Griffith ◽  
Rebecca S Crane ◽  
Sophie A Sansom
Keyword(s):  
Teacher Training ◽  
Teacher Development ◽  
Good Practice ◽  
Assessment Criteria ◽  
Teaching Process ◽  
Reflective Dialogue ◽  
Conditions For Learning ◽  
Teaching Assessment ◽  
Reflexive Practice ◽  
Shared Language

The Mindfulness-Based Interventions: Teaching Assessment Criteria (MBI:TAC) is a useful framework for supporting teacher development in the context of mindfulness-based supervision (MBS). It offers a framework that enhances clarity, develops reflexive practice, gives a structure for feedback, and supports learning. MBS is a key component of Mindfulness-Based Program (MBP) teacher training and ongoing good practice. Integrating the MBI:TAC within the MBS process adds value in a number of ways including: offering a shared language around MBP teaching skills and processes; framing the core pedagogical features of MBP teaching; enabling assessment of developmental stage; and empowering supervisees to be proactive in their own development. The paper lays out principles for integrating the MBI:TAC framework into MBS. The supervisor needs awareness of the ways in which the tool can add value, and the ways it can inadvertently interrupt learning. The tool enables skills clarification, but the learning process needs to remain open to spontaneous experiential discovery; it can enable structured feedback but space is also needed for open reflective feedback; and it can enable conceptual engagement with the teaching process but space is needed for the supervisee to experientially sense the teaching process. The tool needs to be introduced in a carefully staged way to create optimal conditions for learning at the various stages of the MBP teacher-training journey. Practical guidance is presented to consolidate and develop current practice. The principles and processes discussed can be generalized to other forms of reflective dialogue such as mentoring, tutoring and peer reflection groups.

The role of principals in school health promotion in South Africa: a qualitative study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Siphokazi Kwatubana ◽  
Velaphi Aaron Nhlapo ◽  
Nomsa Moteetee
Keyword(s):  
Health Promotion ◽  
Teacher Development ◽  
School Health ◽  
School Principals ◽  
Development Programme ◽  
Health Improvement ◽  
School Health Promotion ◽  
Content Type ◽  
Professional Teacher

PurposeSchool principals are presumed to be pillars of school health promotion implementation. Their understanding of their role could enhance school health promotion. This study aims to investigate how principals understood their role in school health promotion.Design/methodology/approachIn this study, semi-structured interviews were conducted with six school principals who participated and completed the first cycle of the Continuous Professional Teacher Development programme that was offered by the South African Council of Educators. Snowball sampling was used to sample participants.FindingsThe findings of this study showed that principals did not differentiate between concepts of health-promoting schools and school health promotion, the meaning was the same for them. They focused on any health improvement within the schools, regardless of its conceptual nature. The second finding pertains to the role of the principal as a manager, while the third was on expedition of collaborations and partnerships.Research limitations/implicationsThis research was limited to school principals who completed the Continuous Professional Teacher Development programme. It, therefore, does not include perceptions of other principals.Originality/valueThe study findings suggest that despite inability of schools in poor communities to implement effective school health programmes, the principals of the sampled schools were aware of their roles. This is positive, as the efforts to enhance health promotion initiatives would focus on developing and empowering principals to improve their performance.

scholarly journals Contributions to Teacher Development in the Context of a Teacher Training Program

2018 ◽  
Vol 20 (4) ◽  
Author(s):  
Valderez Marina do Rosário Lima ◽  
Marcia Zschornack Marlow Santos
Keyword(s):  
Teacher Training ◽  
Training Program ◽  
Teacher Development ◽  
Teacher Training Program

scholarly journals IMPROVEMENT OF PROFESSIONAL TEACHER DEVELOPMENT IN THE SYSTEM OF POSTGRADUATE EDUCATION

2016 ◽  
pp. 143-152
Author(s):  
Olena Volyarska
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
Teacher Development ◽  
Professional Education ◽  
Professional Competence ◽  
Educational Innovation ◽  
Postgraduate Education ◽  
Practical Experience ◽  
Full Time ◽  
Teachers Professional Development

Comprehensive analysis of scientific studies of national and foreign scientists showed that the problem of the teachers’ professional development improvement has been represented in theoretical and practical philosophical, psychological and pedagogical science. The analysis of development of the postgraduate education tendencies, life-long professional education of adult learners, long-term scientific and pedagogical experience have revealed the relevance of research in the improving of the teachers professional development. This research has been appropriated by the increased requirements for postgraduate education and traditional approaches to the development of the teachers’ professional competences and by the necessity to cope with the existing stereotypes, changing attitudes and approaches to the teachers’ professional growth.The aim of the research is to identify the spheres of improvement for the professional development of teachers in the system of postgraduate education.The interpretation of the teachers’ professional development has been defined as an increase of their professional competence in the result of practical experience and prolonged purposeful and coordinated self-education in the conditions of formal, non-formal and informal adult education.The main directions of improvement of Ukrainian teachers’ professional development in our in-service teacher training include: 1) systematic implementation of educational innovation in postgraduate education content; 2) development of the blended forms of teacher training for providing educational possibilities for various special optional courses, trainings and seminars on full-time training conferences, consultations, participation in online conferences, electronic forums, chats on the distance remote basis; 3) creation of a system of the various modular courses and teacher trainings, which provides a clear definition, diagnosis and monitoring of professional competence components, based on a modular educational technology and which is one of the modern innovations in adult education; 4) development of partnership subject-subject interaction in in-service training, where the participants of training activities are oriented to the professional development, personal and professional growth.The results of studies have stated that a comprehensive personal training for teachers should be oriented to the development of their willingness to increase the effectiveness of the professional activities. In the further researches we consider the necessity of studying and generalization of international and national databases on the teachers’ continuous professional development.

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