scholarly journals The Opportunity of Unified Professional Competence Development for School Teachers Collective

2015 ◽  
Vol 4 ◽  
pp. 21
Author(s):  
Karīna Brikmane
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Professional Competence ◽  
Good Practice ◽  
Education Programme ◽  
Further Education ◽  
Theory And Practice ◽  
Teaching Competencies ◽  
Development Of Competencies ◽  
Teachers Professional Development

<p><em>Teachers’ professional development in Latvia is currently being guided according to the overall mission in education – to create a society, which is engaged in life-long learning. Teaching proficiency and professional growth in teachers’ work are the primary strategies, which to a large extent determine, influence and implement changes in the education sphere. </em></p><p><em>That is why the ongoing development of professional competencies is planned, and results are expected in the goals of the further education programme and in the development of competencies in teachers’ collective.</em></p><p><em>The significance of the research is determined by the need to provide modern, high quality, competitive education for the younger generation. As a consequence, the need for teachers’ ongoing professional development emerges, which is based on the development of competencies appropriate to the time and contemporary methods. Theory and practice have shown that further education is the most effective when it is based on theory, education strategy and real demand/needs.</em></p><p><em>Investment in the development of teachers’ professional growth is one of the most significant resources for improving education quality in the nation. </em></p><p><em>In searching for new and influential resources for the growth and development of teaching competencies, the professional development system and opportunities of practising teachers and schools, and examples of good practice in the promotion of teachers’ professional growth will be analysed.</em></p><p> </p>

USE OF INTERDISCIPLINARITY AS AN INNOVATIVE APPROACH IN THE EDUCATIONAL PROCESS OF ART INSTITUTIONS OF HIGHER EDUCATION

2021 ◽  
Vol 1 (195) ◽  
pp. 18-22
Author(s):  
Hanna Karas ◽  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Professional Growth ◽  
Interdisciplinary Approach ◽  
Educational Process ◽  
Theory And Practice ◽  
Innovative Approach ◽  
Institutions Of Higher Education ◽  
Interdisciplinary Field ◽  
Artistic Styles

The article is devoted to the use of interdisciplinarity as an innovative approach in the educational process of art institutions of higher education on the example of studying the discipline «Evolution of artistic styles in art» included in educational master's programs. This discipline is based on the theory and practice of professional development of a teacher-musician, who provides the Master of Arts education process, shapes their professional development necessary for their future musical and pedagogical creativity, skills, and pedagogical culture. The content of the discipline consists of the introduction of artistic styles’ scientific and theoretical fundamentals to the future specialists. The objectives of the course are 1) the theoretical generalization of the historical experience of the evolution of artistic styles, 2) acquaintance with the best examples of artistic culture, representing different styles and directions, 3) mastering complex problems of stylistic analysis. The aim of the course is the establishment of a strategy for a professional growth as part of the vocational training of masters in the following educational areas «Secondary education. Musical Art» and «Musical Art»; mastering the scientific and theoretical foundations of the artistic styles’ analysis as a formative student course of the music and pedagogical education in higher education. The interdisciplinary approach can be implemented in two main formats. A. Kolot believes that with the help of the first format he builds bridges between different sciences, brings them together on an informal basis without violating their individuality and uniqueness. In this format, the discipline «Evolution of artistic styles in art» «builds bridges» with such disciplines as: philosophy, history, foreign languages, general psychology, culturology, sociology, art culture, aesthetics. In the second format, interdisciplinarity is presented as a real tool for unifying sciences, and the emergence of integrative products. In this format the course «Evolution of Artistic Styles in Art» involves an organic combination of such disciplines as history and theory of music, theater, ballet, art history, philosophy, art culture and literature, analysis of musical form, choral class, music psychology, and others. Therefore, we propose to define the student course «Evolution of artistic styles in art» as a complex, interdisciplinary field of knowledge and consider the application of an interdisciplinary approach in the practice of a teacher of artistic institutions.

scholarly journals Graduate Students' Reflections on Technology in Language Learning and Teaching: A Qualitative Study

2019 ◽  
Author(s):  
Mohammed A. A. Farrah
Keyword(s):  
Professional Development ◽  
Qualitative Research ◽  
Graduate Students ◽  
Language Learning ◽  
Professional Growth ◽  
Theory And Practice ◽  
Learning And Teaching ◽  
Reflective Journals ◽  
Integrated Theory ◽  
Academic Year

This study aims to analyze the experiences and perceptions of a group of graduate students regarding an MA Technology in Language Learning and Teaching Course at Hebron University, Palestine. Specifically, the study addressed the aspects of the course that were perceived as the most useful for them and how graduate students perceive their professional growth as a result of the course. The study took place during the second semester of the academic year 2016/2017. The researcher employed a qualitative research to achieve the aims of the study. The participants wrote reflective journals and described how the course integrated theory and practice. The results revealed that the students benefited from the different elements of the course. Particularly, they benefited from the practical projects. The experience helped them in their professional development. Finally, the students offered a number of suggestions for improving the course. The researcher concluded with a set of recommendations.

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.

scholarly journals So many worlds, so much to do: Identifying barriers to engagement with continued professional development for teachers in the further education and training sector

2015 ◽  
Author(s):  
Janet Hamilton Broad
Keyword(s):  
Professional Development ◽  
Historical Context ◽  
Actor Network Theory ◽  
Further Education ◽  
Many Worlds ◽  
Teachers Perceptions ◽  
Multiple Worlds ◽  
Professional Development For Teachers ◽  
Teachers Professional Development ◽  
Specialist Teachers

Between 2008 and 2012, teachers in the further education (FE) sector were required by legislation to engage with 30 hours (pro rata) of continued professional development (CPD), and this is reflective of the ways in which, historically, policy interest in FE teachers' professional development has waxed and waned. Situated within this historical context, this paper, drawing on a study carried out between 2009 and 2010, presents teachers' perceptions of the ways in which they are restricted from engaging with CPD. Through the application of actor-network theory concepts of multiple worlds and realities, three competing and disjunctured 'reality networks' are identified: a) policy reality network; b) organization reality network; and c) teacher/CPD reality network. Structural arrangements and ongoing funding contractions for the sector, alongside teachers' working arrangements, are examined so as to identify whether these create barriers for teachers. It was found that the most significant barrier to engagement with beneficial and meaningful CPD is the result of teachers operating in impoverished and limited teacher/CPD networks. These impoverished networks do not offer teachers the opportunity to forge links with similar subject-specialist teachers, leaving them to develop subject and occupational expertise in isolation.

scholarly journals «Acme» as a Peak of Personal and Professional Development of a self-Actualizing Personality

2013 ◽  
Vol 2 (2) ◽  
pp. 129-134
Author(s):  
Elena Samal ◽  
Keyword(s):  
Professional Development ◽  
Achievement Motivation ◽  
Personal Development ◽  
Professional Growth ◽  
Professional Competence ◽  
Psychological Services ◽  
Professional Activity ◽  
Self Actualization ◽  
External Conditions ◽  
Professional Self

The article discusses the problem of self-actualization of a personality in its professional activity and achieving the peak of its personal development. Based on the analysis of various psychological theories and concepts it is shown that achieving of “acme” by a personality is based on the desire to grow and develop professionally or on its desire for self-actualization. Self-actualization can be better seen during the periods of professional crisis, which activate the processes of professional self-determination of a personality. One of the types of crisis is the transition from the level of normative requirements to the level of professional competence. Judging by the example of results of some investigations it is proved that there are differences in attitude to profession and desire to grow and develop professionally in people with working experience under and over 5 years, which can be conditioned by the crisis mentioned above. The applied aspect of the problem under study can be realized in counseling practices of psychological services connected with professional growth, by HR professionals, with the aim of promotion and professional growth of employees, and in development of programs for development and harmonization of internal and external conditions for self-actualization of a person. Key words: self-actualization, potential, professional self-actualization, acme, professional development, professional crisis, achievement motivation, career orientations.

Exploring Professional Development of Teachers: The Case of Ethiopia, Finland, India and Singapore

2021 ◽  
pp. 121-133
Author(s):  
Gara Latchanna ◽  
Mittireddy Venkataramana ◽  
Abebe Garedew
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Student Teachers ◽  
Professional Competence ◽  
Teaching Profession ◽  
Professional Autonomy ◽  
Theory And Practice ◽  
Initial Teacher Education ◽  
Special Needs Education ◽  
Professional Development Of Teachers

The paper attempts to provide a snapshot of the current practices in the Professional Development of Teachers (PDoT) in four selected countries namely, Ethiopia, Finland, India and Singapore. PDoT has been analysed in the form of a continuum of Initial Teacher Education (ITE), Induction and Continuous Professional Development (CPD). The survey of literature revealed that for ITE in two countries, i.e. Ethiopia and India, the system was unable to attract competent applicants, as a result ofwhich the professional competence of teachers suffered. On the other hand, Finland and Singapore were the epitomes of having effective ITE system. The ability to attract candidates with high potential into ITE, right amount of emphasis on theory and practice in ITE programmes, the existence of effective CPD and rigorous professional development community involving the ministry of education, universities of teacher education and schools, and high prestige for the teaching profession enabled Finland and Singapore to be the star performers in PDoT. In Finland, the provision of one-year CPD training on special needs education to all teachers and professional autonomy to teachers were the salient features whereas in Singapore, a monthly stipend for student teachers during initial teacher education and multifarious career tracks for the teacher were a few additional features. 'This survey of literature has presented significant lessons drawn from eachrespective country regardingpractices in PDoT.

An Investigation into Objective-based English Listening and Speaking Instruction

2017 ◽  
Vol 7 (5) ◽  
pp. 371
Author(s):  
Ying Pan
Keyword(s):  
Professional Development ◽  
Classroom Instruction ◽  
Professional Competence ◽  
Effective Instruction ◽  
English Teachers ◽  
Current Situation ◽  
College English ◽  
Instructional Objectives ◽  
Teachers Professional Development ◽  
Listening And Speaking

Based on the theories of instructional objectives, this research investigates the current situation of teachers’ attitude toward objectives, how English teachers design objectives and how they facilitate the attainment of objectives in College English listening and speaking class. This research aims to arouse teachers’ awareness of objectives in College English listening and speaking classroom instruction and restate the importance of objectives for effective instruction. Meanwhile, the investigation also aims to presents problems existing in teachers’ professional competence, especially in objective design before class and promotion in classroom instruction to provide clues for teachers’ professional development.

scholarly journals Actualization of pre-school teacher’s creativity in the conditions of continuous professional development

2021 ◽  
Author(s):  
А.Н. Виноградова
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Integrated Approach ◽  
Continuous Professional Development ◽  
The Road ◽  
Road Map ◽  
Organizational Work ◽  
Teachers Professional Development ◽  
Educational Path ◽  
Independent Design

В статье рассматриваются некоторые аспекты внедрения механизма развития педагогического творчества воспитателей дошкольных образовательных организаций в ходе непрерывного повышения квалификации на базе ОГБУ ДПО «Рязанский институт развития образования» и стажировочной площадки института. В статье сосредоточено внимание на пошаговой деятельности преподавателя, связанной с применением в работе со слушателями курсов различных методов, интегрированного подхода и компонентов эстетико-ориентированной среды, форм образовательной и организационной работы с целью формирования у педагогов умений самостоятельного проектирования индивидуального образовательного маршрута дошкольников. Раскрыты авторские методы и технология «Творческий пазл». Сделан вывод о том, что введение в процесс повышения квалификации педагогов дорожной карты, включающей совокупность методов и технологий поэтапной реализации формальных, неформальных и информальных форм образования создает необходимые условия для непрерывного совершенствования педагогического мастерства, развития творческого потенциала и профессионального роста. In the article some aspects of introduction of the development mechanism of pre-school teachers’ pedagogical creativity are considered during continuous professional development on the basis of Regional State Budgetary Institution APE "Ryazansky Institute of educational development" and the internship platform of institute. In the article the attention is concentrated on step-by-step activity of the teacher connected with application in work with students of various methods, integrated approach and components of the esthetic-focused environment, forms of educational and organizational work in order to form at teachers the abilities of independent design of an individual educational path of pre-school children. Author's methods and Creative Puzzle technology are revealed. The conclusion is made that implementation into process of teachers’ professional development the “road map” including set of methods and technologies of stage-by-stage realization of formal, informal and non-formal forms of education creates necessary conditions for continuous improvement of pedagogical mastery, development of creative potential and professional growth.

scholarly journals SELF-ASSESSMENT CRITERIA OF TEACHER’S WELL-BEING

2012 ◽  
Vol 48 (1) ◽  
pp. 81-90
Author(s):  
Diana Liepa ◽  
Aija Dudkina ◽  
Maruta Sile
Keyword(s):  
Professional Development ◽  
Job Performance ◽  
Professional Growth ◽  
Teaching Effectiveness ◽  
Professional Competence ◽  
Daily Life ◽  
Personality Development ◽  
Well Being ◽  
Educational Process ◽  
Self Assessment

Our dynamic life brings changes not only into our daily life, but in thinking and the way to work and to learn as well. We have to be faster and more flexible in order to develop our professional, social and civic competencies. Education helps to develop the attitudes, skills and knowledge necessary to make informed decisions for the benefit of themselves and others, now and in the future, and to act upon these decisions. That is why teachers have to find the best ways in acquiring professional competencies and in developing their individual qualities. The teacher’s role in the educational process has always been vital. Especial significance is being attached to the teacher’s personality and professional growth, the teacher’s satisfaction with the life in general and their abilities’ conformity to the demands of the profession. The teacher’s satisfaction serves as a motivation factor in order to advance the educator’s professional competence (high mastery). The teacher’s as a professional’s advancement is closely connected with his personality development. The human’s personality in general influences positively the professional adaptation, promotes professional creativity, safeguards from professional obsoleteness. The teacher’s personality maintains the professional expertise, promotes professional competences’ advancement. There are relationships between aspects of teacher’s well-being and student’s learning, job performance or other aspects of teaching effectiveness. The teacher’s well-being influences the effectiveness of student’s learning. Key words: compensation, dissatisfaction, professional development, satisfaction with work.

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