scholarly journals Approaching Teaching as a Complex Emotional Experience: The Teacher Professional Development Stages Revisited

2021 ◽  
Vol 23 (2) ◽  
pp. 231-242
Author(s):  
Perla Villegas-Torres ◽  
M. Martha Lengeling
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Developmental Stages ◽  
Emotional Experience ◽  
The Other ◽  
Cycle Model ◽  
Development Stages ◽  
One Stage ◽  
Teacher Professional ◽  
Career Cycle

Along the evolving teaching journey, teachers experience a series of events that allow them to transition from novice to expert. Throughout the years, such transition has been the object of theories and debates about how this process is carried out, and when it is that teachers move from one stage to the other. This article presents a study of a Mexican teacher of English and examines the professional-developmental stages based on Huberman’s (1993) career cycle model. Its aim is to understand the challenges and decisions a teacher may encounter in her or his career. The article shows the realities a teacher faces by exploring the concepts of emotions, identity, socialization, and agency. Moreover, it questions the belief that teachers achieve expertise through accumulating years of practice.

scholarly journals Facilitating “Gem Moments” of Learning: Reading Research as Teacher Professional Development

2010 ◽  
Vol 7 (1) ◽  
Author(s):  
Sarah Jane Twomey
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Professional Growth ◽  
The Other ◽  
Relational Model ◽  
Reading Group ◽  
On Line ◽  
Teacher Professional ◽  
The Impact

This purpose of this paper is to deepen our understanding of a relational model of professional development that nurtures teachers’ interest in learning and professional growth through reading. This case study documents the impact of a teacher reading group that was created for the purposes of a larger study between 2005 and 2007 in Vancouver, British Columbia, Canada. Louisa, one of the six participants of this larger study, is the focus of this paper. Louisa’s practice of reading, interpreting, evaluating, and utilizing the on-line research she read individually and collectively with the other five participants of the study became a way for her to identify and critique important issues, reframe her experiences as a teacher, question her professional assumptions and beliefs, and begin to develop a new unit of study for her English as a Second Language students.

The Theory and Practice Divide in Relation to Teacher Professional Development

2010 ◽  
pp. 20-40 ◽  
Author(s):  
Shelleyann Scott
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Rapid Change ◽  
Theory And Practice ◽  
The Other ◽  
Effective Professional Development ◽  
Online Technologies ◽  
Teacher Professional ◽  
Key Dimensions ◽  
Online Communities Of Practice

The 21st century is a time of rapid change and increasing accountability within education contexts and teacher professional development (TPD) is frequently perceived to be crucial in instituting reforms. This chapter explores the divide between theories of effective TPD and the realities of practice within educational contexts. Two case studies, one from Australia and the other from Canada are presented to illustrate the positives and negatives inherent within professional development approaches in these contexts. A number of key dimensions are identified, which when coalesced inform the establishment and sustainability of effective programmes. Online technologies present innovative ways to overcome the impediments to effective professional development. Online communities of practice utilising socialnetworking technologies provide new opportunities for initiating “webs of enhanced practice’ (Scott, 2009), where individuals around the globe can engage in collegial collaborations that enhance the passion of teaching.

scholarly journals The Design of Video-Based Professional Development: An Exploratory Experiment Intended to Identify Effective Features

2017 ◽  
Vol 69 (1) ◽  
pp. 69-89 ◽  
Author(s):  
Mary Beisiegel ◽  
Rebecca Mitchell ◽  
Heather C. Hill
Keyword(s):  
Professional Development ◽  
Factorial Design ◽  
Teacher Professional Development ◽  
Mathematics Instruction ◽  
The Other ◽  
Video Cases ◽  
Treatment Conditions ◽  
Exploratory Experiment ◽  
Teacher Professional ◽  
Video Condition

Although video cases and video clubs have become popular forms of teacher professional development, there have been few systematic investigations of designs for such programs. Programs may vary according to (a) whether teachers watch videos of their own/their peers’ instruction, or whether teachers watch stock video of unknown teachers; and (b) whether discussions are led by trained facilitators or by participants themselves. Using a factorial design, we defined four treatment conditions based on these possibilities, then assigned three groups of teachers to each condition. Teachers watched, scored, and discussed mathematics instruction according to each treatment condition’s protocol. Evidence from groups’ conversations and teachers’ video analyses and lesson reflections suggest that the teacher-led, own-video condition is slightly superior to the other conditions.

scholarly journals Teacher Professional Development: The Story of English Teacher's Beliefs and Practices

2020 ◽  
Vol 3 (1) ◽  
pp. 150-157
Author(s):  
Septhina Shinta Sari ◽  
Joko Nurkamto ◽  
Dewi Rochsantiningsih
Keyword(s):  
Professional Development ◽  
Qualitative Study ◽  
Teacher Professional Development ◽  
Continuous Professional Development ◽  
The Other ◽  
Beliefs And Practices ◽  
Exemplary Practices ◽  
Education Improvement ◽  
Teacher Professional ◽  
Teacher's Beliefs

Teacher professional development is often seen as the key to powerful education improvement. Therefore, teachers are expected to experience continuous professional development to keep abreast with the endless change taking place in the education routines. This study revealed the teacher’s beliefs and practices regarding with teacher professional development activities. Using qualitative study, mainly through written guided reflection and interview, this investigation resulted in two important findings. The first dealt with the teacher’s strong and positive beliefs toward teacher professional development activities and the other revealed the teacher’s exemplary practices. Hence, this research gives the implication for the teachers to always be involved in life-long endeavor to maintain the professionalism.

scholarly journals What Factors Matter for the Sustainable Professional Development of Teachers? Analysis from Four Countries

2020 ◽  
Vol 22 (2) ◽  
pp. 153-170
Author(s):  
Agne Brandisauskiene ◽  
Jurate Cesnaviciene ◽  
Rita Miciuliene ◽  
Lina Kaminskiene
Keyword(s):  
Professional Development ◽  
Sustainable Development ◽  
Teacher Professional Development ◽  
Educational Quality ◽  
The Other ◽  
Baltic Countries ◽  
Professional Development Of Teachers ◽  
Teacher Professional ◽  
Collaborative Activities

Abstract In the 21st century, teachers’ learning is viewed through the lens of sustainable development as a holistic, transformative and collaborative learning process. Acknowledging that teacher professional development is a prerequisite for educational quality, it becomes necessary to look for professional development factors that could be relevant to sustainable professional development. The article explores factors of sustainable professional development of teachers based on data of TALIS 2018 from four Baltic countries (Estonia, Finland, Latvia, and Lithuania). The study also discusses distinct characteristics of teacher professional development in the analyzed countries. Although traditional forms and methods of professional development still prevail in all countries, teachers also learn through active cooperation. Finnish teachers, more often than teachers in the other countries, worked in teams and shared material, knowledge, etc. with each other; Estonian teachers, more so than teachers in the other countries, took part in long-term training; Latvian teachers were more likely than teachers in the other countries to observe other teachers’ classes and provide feedback. Lithuanian teachers were perhaps the most active in terms of learning, but young teachers with fewer years of service were more likely to engage in long-term and collaborative activities. Finally, the implications for further research are discussed.

scholarly journals Teacher career cycles and teacher professional developmentÖğretmenlik kariyer evreleri ve öğretmenlerin mesleki gelişimi

2018 ◽  
Vol 15 (4) ◽  
pp. 2047 ◽  
Author(s):  
İnayet Aydın
Keyword(s):  
Professional Development ◽  
Career Development ◽  
Teacher Professional Development ◽  
Full Text ◽  
English Summary ◽  
Career Stages ◽  
Development Stages ◽  
Service Training ◽  
Teacher Professional ◽  
Training Activities

It has been shown that teachers have passed through various professional development stages throughout their career cycles and these teachers have different interests, concerns, emotions, competence, and development struggles at each stage. As teachers evolve professionally, they specialize in their fields or acquire new perspectives as they switch between various career stages. In studies where the career stages of teachers are examined, it shows that a teacher's professional development stages are usually categorized into three to eight stages. The career development stages of the teachers are dealt with in eight stages in this study. These stages are pre-service, survival and induction, competency building, enthusiasm and growing, career frustration, career stability, career wind down and conservatism, and career exit. Career cycles are not consecutive linear stages in which each teacher goes through the same sequence. However, researches  show that many teachers have similar experiences in similar career stages. For this reason, it is very important to organize in-service training activities by considering the professional development stages of the teachers.Extended English summary is in the end of Full Text PDF (TURKISH) file. ÖzetÖğretmenlerin kariyerleri boyunca çeşitli mesleki gelişim evrelerinden geçtikleri, her bir aşamada öğretmenlerin farklı ilgi, kaygı, duygu, yeterlik ve gelişim çabası içinde oldukları ortaya konulmuştur. Öğretmenler mesleki anlamda geliştikçe, alanlarında uzmanlaştıkça veya yeni bakış açıları kazandıkça, çeşitli kariyer evreleri arasında geçiş yapmaktadırlar. Öğretmenlerin kariyer evrelerinin incelendiği çalışmalarda genellikle öğretmen mesleki gelişim evreleri üç ila sekiz aşamaya kadar uzanan bir sınıflandırma içinde ele alınmıştır. Öğretmen kariyer gelişim evreleri bu çalışmada sekiz aşamalı olarak ele alınmıştır. Hizmet öncesi,  işe alışma, yeterlik,  coşku ve gelişim, mesleki hüsran,  mesleki durağanlık, mesleki sönme- muhafazakârlık,  meslekten ayrılma olarak sıralanan bu aşamalar, her öğretmenin aynı şekilde geçtiği birbirini ardışık olarak izleyen doğrusal aşamalar değildir. Ancak yapılan araştırmalar pek çok öğretmenin benzer kariyer evrelerinde benzer deneyimler yaşadıklarını da göstermektedir. Bu nedenle hizmet içi eğitim çalışmalarının öğretmenlerin mesleki gelişim aşamaları dikkate alınarak düzenlenmesi büyük önem taşımaktadır.

Status, Content, and Evaluation of Lesson Study in Japan on Teacher Professional Development

2019 ◽  
Author(s):  
Takashi Nagashima
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Professional Learning ◽  
Lesson Study ◽  
Lesson Plan ◽  
The Other ◽  
School Type ◽  
High Quality ◽  
Objective Evidence ◽  
Teacher Professional

In Japan, various styles of Lesson Study (LS) have been born over 140 years. The first issue is what should be the focus of observation in the live lesson. There are two trends with regard to the target of observation. One is teacher- and lesson-plan-centered observation since the Meiji era (1870s), and the other is child-centered observation since the Taisho era (1910s). The former is closely related to administrative-led teacher training. The latter is more complex and can be further divided into five types. The second issue is which activities are given priority in the LS processes: observation of the live lesson itself, preparation before the lesson, or reflection after the lesson. Furthermore, each activity can be designed as a personal or a collaborative process. Thus, there are roughly six types of LS in Japan related to this issue. Which type is adopted depends on the period, lesson-study frequency, and school type. In addition, it is noteworthy that the type of LS implemented is closely related to which of demonstration teacher or observers are regarded as the central learners. The third issue is whether to regard LS as scientific research or as literary research. Teachers and researchers in 1960s Japan had strong interest in making lessons and lesson studies more scientific. On the other hand, as teachers attempt to become more scientific, they cannot but deny their daily practice: making improvised decisions on complicated situations without objective evidence. Although lesson studies have been revised in various forms and permutations over the last 140, formalization and ceremonialization of lesson studies has become such that many find lesson studies increasingly meaningless and burdensome. What has become clear through the discussions on the three issues, the factors that impede teacher learning in LS are summarized in the following four points; the bureaucracy controlled technical expert model, exclusion of things that are not considered scientific, the view of the individualistic learning model, and the school culture of totalitarian products. To overcome obstruction of teachers’ education in LS and the school crisis around the 1980s, the “innovative LS Cases” has begun in the 1990s. The innovative LS aims not for as many teachers as possible but for every teacher to learn at high quality. In the innovative LS Case, what teachers are trying to learn through methods of new LS is more important than methods of new LS itself. Although paradoxical, in order to assist every single teacher to engage in high quality learning inside school, LS is inadequate. It is essential that LS address not only how to actualize every single teacher to learn with high quality in LS but also through LS how to improve collegiality which enhances daily informal collaborative learning in teachers room. Furthermore, LS cannot be established as LS alone, and the school reform for designing a professional learning community is indispensable. Finally, the concept of “the lesson study of lesson study (LSLS)” for sustainable teacher professional development is proposed through organizing another professional learning communities among managers and researchers.

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