scholarly journals THE CONDITIONS AND OPPORTUNITIES FOR TEACHERS’ PROFESSIONAL ADAPTATION AND CAREER IN SCHOOLS OF LATVIA AND LITHUANIA

2017 ◽  
Vol 2 ◽  
pp. 479
Author(s):  
Julija Melnikova ◽  
Jeļena Zaščerinska
Keyword(s):  
Professional Development ◽  
Work Experience ◽  
Professional Career ◽  
Factors Influencing ◽  
Professional Category ◽  
Career Opportunities ◽  
Teachers Professional Development ◽  
Teaching Learning ◽  
School Heads

The article highlights the modern notion of career and explores the salient factors, influencing teachers’ professional development and career opportunities in today’s secondary schools in Latvia and Lithuania. The implications of empirical research on the peculiarities of teachers’ as young specialists’ adaptation and it influencing factors are presented. The contradictory views on the problems of professional adaptation, expressed by two groups of respondents - school heads and young specialists - are analyzed. The article examines opinion of teachers, who have different work experience and professional category, on the topic of career development opportunities. The article also presents the empirical evidence on the question: what is the role of school heads (principal and deputy heads) in the aspect of optimization of teachers’ professional career. Moreover, the recommendations for high schools on how to optimize the teaching-learning process in order to ensure successful start of teachers’ pedagogical career are provided.

scholarly journals Realities of Teachers' Professional Development in Community Campuses of Tribhuvan University

NUTA Journal ◽  
2019 ◽  
Vol 6 (1-2) ◽  
pp. 32-38
Author(s):  
Nani Babu Ghimire
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Modern Technology ◽  
New Techniques ◽  
Training Time ◽  
Teacher Professional ◽  
Teachers Professional Development ◽  
Teaching Learning ◽  
Teachers Training

Teacher professional development (TPD) is the modern aspect of teaching learning process. To do effective teaching, the teacher should be trained, excellent as well as up-date according to the change of time. The main purpose of this paper is to explore realities of the teachers’ professional development of the teachers in community campuses of Tribhuvan University (TU). There is great importance of TPD in the teachers of the community campuses since it helps the teacher to develop various kinds of professional skills, knowledge, new techniques and modern technology of teaching. Similarly, there is the great role of TU for the TPD of the teachers of community campuses. As the affiliation university it should organize subject wise teachers’ training time and again. Similarly, it should hold seminar, workshop and conference on the burning issues of teaching and learning. Teachers’ professional development is the demand of the present time and promoting teachers’ capacity is the most important aspect of the quality education. This article is based on the theme of the mini research which is approved by University Grants Commission (UGC) Nepal.

scholarly journals Teachers Who Reflect, Teach Better: Reflective Practice at The Heart of Teachers’ Professional Development Programs

2020 ◽  
Vol 5 (2) ◽  
pp. 215-227
Author(s):  
Zuraimi Zakaria ◽  
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Student Performance ◽  
Teacher Collaboration ◽  
Development Programs ◽  
Teaching Improvement ◽  
Policy Makers ◽  
Teachers Professional Development ◽  
The Relationship

While there is a significant amount of research and literature to explain the role of reflective practice in teaching, there is little research that reported the extent of such practice on classroom instructions and its spill effects on student learning outcomes. For this reason, this paper looks at the magnitude of reflective practice in shaping classroom instructions and how it facilitates for better student performance within the context of teachers’ professional development (PD) programs. Hence, the focus of the paper is two-fold: examining teachers’ PD programs that promoted reflective practice; and the relationship between reflective practice and student performance. The discussion on teachers’ reflective practice is timely. In particular, with the growing educational research and increasing body of evidence that pointed towards PD as having a significant influence on student achievement (Achinstein & Athanases, 2006; Fullan, 1990; Little, 2001). In addition, most PD efforts focused on teacher collaboration as a strategy for teaching improvement and eventually better academic performance of the students (Achinstein & Athanases, 2006). Many educators (Fendler, 2003; Loughran, 2002; Schon, 1983; Walkington, 2005) viewed reflective practice as situated at the heart of PD programs that sought teachers to examine their practice for improvement. This paper assists policy makers and education reformists in re-examining their PD efforts in targeting for variables that matter.

Teachers' Professional Development in the Digitized World

2016 ◽  
pp. 145-154
Author(s):  
Emsal Ates Ozdemir ◽  
Kenan Dikilitaş
Keyword(s):  
Professional Development ◽  
English Language ◽  
Learning Experience ◽  
Theoretical Background ◽  
Language Teachers ◽  
Constructivist Learning Theory ◽  
Personal Meanings ◽  
English Language Teachers ◽  
Teachers Professional Development

Professional development for in-service English language teachers has increasingly become a need in higher education not only in Turkey but across the world. Due to the limited time teachers have and the distance between the source of service and the potential participants, using digitized activities and materials have naturally become a necessity. The purpose of this research is to report the potential impact of the course described below and discuss the role of blended learning experience of professional development on the participating teachers. The theoretical background of the study is experiential learning initiated by Kolb and socio-constructivist learning theory by Vygotsky in that both theories highlight the role of experiencing the change and focus on personal meanings and learning with and from others in real and online environments.

Teachers' Professional Development in the Digitized World

2016 ◽  
pp. 681-691
Author(s):  
Emsal Ates Ozdemir ◽  
Kenan Dikilitaş
Keyword(s):  
Professional Development ◽  
English Language ◽  
Learning Experience ◽  
Theoretical Background ◽  
Language Teachers ◽  
Constructivist Learning Theory ◽  
Personal Meanings ◽  
English Language Teachers ◽  
Teachers Professional Development

Professional development for in-service English language teachers has increasingly become a need in higher education not only in Turkey but across the world. Due to the limited time teachers have and the distance between the source of service and the potential participants, using digitized activities and materials have naturally become a necessity. The purpose of this research is to report the potential impact of the course described below and discuss the role of blended learning experience of professional development on the participating teachers. The theoretical background of the study is experiential learning initiated by Kolb and socio-constructivist learning theory by Vygotsky in that both theories highlight the role of experiencing the change and focus on personal meanings and learning with and from others in real and online environments.

Assessing Teaching Practices Development With Multimodal Narratives

2019 ◽  
pp. 231-250
Author(s):  
Ana Edite Cunha
Keyword(s):  
Professional Development ◽  
Teaching Practices ◽  
Longitudinal Research ◽  
Research Problem ◽  
Task Design ◽  
Epistemic Practices ◽  
Teachers Professional Development ◽  
Productive Engagement

This chapter focuses on teachers' professional development, on the task design and on experimental work, as well as on the role of the teachers' mediation in the quality of student learning. The research problem was how the teacher can promote self-directed professional development, namely, improving the quality of teaching practices to influence the quality of students' learning, in their engagement in experimental tasks and epistemic practices. A longitudinal research methodology was followed during 10 years, based on a qualitative case study, from a curricular approach in secondary education. The analysis of data collection on teaching practices and students' learning over time and the teachers' professional pathways allow to formulate the following conclusions: (1) new traits of teaching practices were identified that promote students' productive engagement; (2) changes to the task design were enough to trigger differences in teachers' mediation, with consequences for students' epistemic practices and their productive engagement.

The Role of Women in the Australian Labour Market: A Survey of the Literature

1982 ◽  
Vol 24 (3) ◽  
pp. 315-336 ◽  
Author(s):  
Sandra Eccles
Keyword(s):  
Labour Market ◽  
Work Experience ◽  
Research Effort ◽  
Occupational Segregation ◽  
Women's Issues ◽  
Factors Influencing ◽  
Relative Earnings ◽  
Role Of Women ◽  
Women In The Workforce

This article surveys the Australian literature on the labour market involvement of women. The increasing prominence of women in the workforce has generated a research effort designed to investigate various aspects of women's employment, unemployment, work experience and earnings. Recently there has been an upsurge of interest in women's issues which has prompted an intensification of research into the role of women in the labour market. However, there remain a number of impor tant gaps in our understanding of that role, notably with regard to the workforce behaviour of women, the factors influencing the maintenance of occupational segregation of the sexes, and the significance and nature of discrimination in depressing the relative earnings of women.

scholarly journals Critical Reflection in the Professional Development of Teachers: Challenges and Possibilities

2017 ◽  
Vol 7 (3) ◽  
pp. 67-85
Author(s):  
Marjeta Šarić ◽  
Barbara Šteh
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Critical Reflection ◽  
Teacher Educators ◽  
Teaching Practice ◽  
Personal Traits ◽  
Research Findings ◽  
Teachers Professional Development ◽  
Support Students

Critical reflection in teachers’ professional development has received much attention in the scholarly literature, and there is an overwhelming consensus about its great significance to the quality of teachers’ work. Nevertheless, despite the well-established role of reflection, a large gap between the professed goals and the actual reflective practice of teachers remains. The article starts with a short overview of the different definitions of critical reflection in the context of teachers’ professional development and then underlines some empirical research findings on the problems that teachers and teacher educators face when putting reflective practice into practice, especially at the deeper and more complex levels of reflection. It continues with a consideration of teachers’ qualifications for in-depth reflection as well as the obstacles and challenges facing teachers and teacher educators. The obstacles occur at the level of individual teachers’ personal traits and at the level of the context in which reflection is done. Employing an analysis of the obstacles, the authors develop some guidelines on how to support teachers in their attempts at making critical reflection part of their teaching practice. It is crucial for this encouragement not to overlook the principal purpose of teachers’ critical reflection; to contribute to new insights, knowledge reframing, and the introduction of such changes in teaching that will support students’ learning and the development of the community for the better learning, work, and life of all its individuals.

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