scholarly journals LINKING TEACHER PROFESSIONAL DEVELOPMENT NEEDS WITH APPROPRIATE SOLUTIONS: INSIGHTS FROM AN INIATIVE IN LATVIA

2021 ◽  
Vol 4 ◽  
pp. 113-123
Author(s):  
Kārlis Greitāns ◽  
Dace Eriņa ◽  
Dace Namsone
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
21St Century ◽  
Lesson Plans ◽  
Learning Goals ◽  
Teacher Competence ◽  
Professional Development Needs ◽  
Teacher Professional ◽  
Field Notes ◽  
Competence Framework

International surveys have stated that each year teachers spend, on average, more than 10 days engaged in different professional development activities. The purpose for this investment in teacher professional development (TPD) is clear: teachers’ competence must develop according to changes in curriculum and 21st century requirements. In previous research we have developed a theoretical teacher competence framework, implemented it to identify teacher (N=263) groups competence gaps and professional development needs. The goal of this research is to link identified professional development needs related to the instruction of 21st century skills (criteria - instructional design, learning goals and feedback to students) with TPD solutions.This paper describes the development of a TPD model, based on evidence about teacher groups professional development needs, and its implementation in a school (N= 25 teachers). A TPD program, developed according to the model, combined face-to-face and online input workshops with collaboration in small groups to develop lesson plans. The topics of input workshops, (effective lesson design, lesson goals, effective feedback and reading comprehension) were chosen according to gaps, previously identified. To learn about appropriateness of the TPD model, the developed lesson plans, participant questionnaires and researcher field notes were analysed. 

scholarly journals Building Next-generation Schools with 21st Century Skills(learning) and ESD (Reconstructing Japanese Teacher Education System)

2017 ◽  
Vol 1 (1) ◽  
pp. 11
Author(s):  
Umezawa Osamu
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Training ◽  
Teacher Professional Development ◽  
21St Century ◽  
21St Century Skills ◽  
21St Century Learning ◽  
Next Generation ◽  
Sports Science ◽  
Teacher Professional

The Japanese government has actively promoted Education for Sustainable Development (ESD) that UNESCO advocates and is going to fully implement the school reform that aims to enhance next generation’s 21st century skills by the year of the Olympic in Tokyo, 2020. So far, Japanese schools focused on basic skills. However, the presenter believes that next generation’s schools need to be reconstructed with 21st century learning and ESD as their base. Now the Ministry of Education, Culture, Sports, Science and Technology (MEXT) is taking actions to fix the comprehensive conditions for the educational reform. Especially MEXT focuses on the reform of the comprehensive system of training, employment, and development of teachers. The basic directions of the system reform is as follows: to hold “the Teacher Professional Development Consortium” by the association between education boards of the prefecture and universities; to develop the index of teacher professional development based on the fundamental principles by MEXT; to improve the curriculum of teacher training or development; and to assess the ability and quality that teachers need to hold. Since 2010, the Shizuoka University has promoted the systematic reform that integrated teacher education and in-service education. Such a reform corresponds to the era of globalization. The basic concept, if I state briefly, is to nurture and support the teachers who can teach for 21st century learning in their classrooms. To achieve this concept, the Faculty of Education, Shizuoka University, of which primary purpose is to train future teachers, is going to open the Elementary Learning Development Major in April of 2016, as a part of the organizational reform of teacher training. In the program, students will deal with contemporary educational problems and use interdisciplinary methods.In order to support teacher professional development and their research, School of Education established the Research and Education Center for the Learning Sciences (RECLS) in April of 2013 and the Center for Promoting Higher-Quality Teacher Education (PHTE) in April of 2014. In addition, it established Advanced Professional Development in School Education in 2009 and Cooperative Doctoral Course in Subject Development in 2012. Teachers in next generation schools should hold the practical abilities to organize their classes based on theories and methods of interdisciplinary and comprehensive learning. The Shizuoka University will promote such a reform and research teacher training, if possible, in association with the universities in Indonesia, ASEAN and Asia.

Innovations in Teacher Professional Development

2022 ◽  
pp. 335-355
Author(s):  
Althea J. Pennerman ◽  
M. Cathrene Connery
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teacher Professional Development ◽  
Professional Learning ◽  
Preliminary Analysis ◽  
Research Literature ◽  
Pedagogical Change ◽  
Context Sensitive ◽  
Professional Development Needs ◽  
Teacher Professional

The professional development needs of teachers have changed dramatically over the last 25 years. When constructed to reflect best practices evidenced in the research literature, micro-credentials and other 21st century innovations provide accessible, meaningful, professional learning experiences for educators. This chapter discusses two cases that affected personal transformation and pedagogical change for in-service teachers by an institution of higher education (IHE). A preliminary analysis of these alternative experiences established that when teacher professional development is founded on the context-sensitive integration of social and cultural competencies, meaningful, empowering, and enduring learning can take place.

Stroll into students’ learning: Acts to unload teachers’ values through the practices of lesson study for learning community in Vietnam

2017 ◽  
Vol 21 (2) ◽  
pp. 173-186 ◽  
Author(s):  
Atsushi Tsukui ◽  
Eisuke Saito
Keyword(s):  
Professional Development ◽  
School Reform ◽  
Learning Community ◽  
Teacher Professional Development ◽  
Professional Practice ◽  
Lesson Study ◽  
Sociocultural Approach ◽  
Teacher Professional ◽  
Field Notes ◽  
Prescribed Curriculum

In studies on teacher professional development, the embodiment of teachers’ values in professional practice has emerged as an important area of focus. Employing the sociocultural approach, this study discusses the link between teachers’ acts and underlying values based on a Vietnamese teacher’s detailed field notes on cases of school reform through the introduction of Japanese lesson study for learning community. Drawing on the concepts of inspection and stroll, the study describes the discrepancy between conventional observational acts and emerging ones. Inspection refers to the actions and values held by teachers that underline compliance with the prescribed curriculum and educational bureaucratic procedures, while stroll refers to a disposition that entails actions and values appreciating each pupil’s existence and learning as it is, without rigid bureaucratic perspectives. The finding was that the teacher’s act of stroll embeds new underlying values in her/his professional work; similarly, how she/he performs a stroll could inform her/his professional knowledge and identity. Lesson study can offer the teacher the experience of seeing self that generates the possible momentum of these parallel shifts.

scholarly journals Exploring Effective Methods of Teacher Professional Development in University for 21st Century Education

2019 ◽  
Vol 7 (5) ◽  
pp. 248-257 ◽  
Author(s):  
XiaoYao Yue
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
21St Century ◽  
Social Life ◽  
21St Century Skills ◽  
Effective Teacher ◽  
Ict Literacy ◽  
21St Century Education ◽  
Positive School Culture ◽  
Teacher Professional

In the 21st century, the new trends of technology, economy, politics impact social life, workplace and people lifestyle. In turn, university need to alter and innovate curriculum and instruction to teach students with “21st century skills”, such as critical thinking and problem solving, cross-cultural understanding, creativity and innovation, information, communications, media literacy, computing and ICT literacy. Teachers have to foster all of them then can teach students to learn. Under this situation, teacher professional development evoke teachers to meet students needs for 21st century education. Through systematical content analysis on related research works, the author conclude effective teacher professional development methods that contains need assessment of TPD, peer-mentoring, building collaboration, create positive school culture, develop 21st century skills, instructional strategies for active learning, embedding core values, continual professional development, research-based projects and integrated ICT teaching, which can address teacher learning and practice.

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