scholarly journals Pedagogical in-Service Courses and Novice Teachers' Professional Development

2021 ◽  
pp. 185-195
Author(s):  
Mohammad Bshoti ◽  
Tareq Murad ◽  
Nabil Assadi
Keyword(s):  
Professional Development ◽  
Social Interaction ◽  
Novice Teachers ◽  
Veteran Teachers ◽  
Online Questionnaire ◽  
Southern District ◽  
Service Training ◽  
Study Population ◽  
Training Courses ◽  
Teachers Professional Development

Current study aims to investigate the effect of in-service training courses on novice teachers’ professional development. Moreover, the study seeks to examine the types of in-service courses that novice teachers need. The study population is 30 English high school teachers with teaching certificates in the southern district of Israel. The instrument of the study is an online questionnaire with additional open-ended questions. Study findings showed that 47% of the participants prefer courses in social interaction and educational knowledge. However, few participants showed an interest in self-esteem related courses. The researcher advises novice teachers to priorities their needs in social interaction and educational knowledge courses in order to steadily develop professionally. Moreover, further studies need to be explored in order to examine the effect of pedagogical in-service training courses on veteran teachers' professional development and compare the data between two studies.

A Paradigm Shift for Teachers' Professional Development Structure in Turkey

2016 ◽  
pp. 1017-1036
Author(s):  
Murat Günel ◽  
Melike Özer-Keskin ◽  
Nilay Keskin-Samancı
Keyword(s):  
Professional Development ◽  
Science Teachers ◽  
Epistemological Beliefs ◽  
General Structure ◽  
Training Programme ◽  
Thinking Skills ◽  
Pedagogical Practices ◽  
Service Training ◽  
Training Activities ◽  
Teachers Professional Development

This chapter concerns the importance of in-service training programmes for the professional development of science teachers. A description will be given of the general structure of in-service training activities in Turkey and the results will be presented of an in-service training project, which was conducted as part of a three-year longitudinal study. Within the scope of the project, an in-service training programme for science teachers was conducted based on the argument-based inquiry approach and the theoretical premises upon which it is built. The project aimed to direct science teachers towards student-centred teaching. The training activities focused on the scientific thinking underpinning the teachers' professional knowledge and practices, their perceptions on learning, and their pedagogical practices and epistemological beliefs. The extent to which these activities affected classroom applications and learning processes was investigated and the findings suggest that they had a statistically significant impact on the teachers' pedagogical development and on the students' academic performance and thinking skills.

scholarly journals Challenges and Induction Needs of Novice English as a Foreign Language Teachers in Saudi Arabia

2018 ◽  
Vol 6 (1) ◽  
pp. 50 ◽  
Author(s):  
Rufaida Alhamad
Keyword(s):  
Saudi Arabia ◽  
Teacher Induction ◽  
Novice Teachers ◽  
Behavior Management ◽  
Student Behavior ◽  
Veteran Teachers ◽  
Language Teachers ◽  
Structured Interviews ◽  
Student Centered ◽  
Service Training

The first year of teaching poses massive challenges that lead to attrition among novice teachers. School communities often fail to provide adequate support to novice teachers to help them adapt to their new professional environments. In Saudi Arabia, attrition among novice teachers is a significant problem that hinders the development of the educational system. This study was conducted to examine the challenges that Saudi Arabian EFL novice teachers face as they transit into their first teaching jobs, and to determine whether these teachers have adequate support or would benefit from a formal induction process.  Two kinds of data collection methods were used in this study, namely quantitative and qualitative. In this mixed methods study, 150 novice teachers were surveyed and 5 teachers were selected for semi-structured interviews. The quantitative analysis of the data was accomplished using descriptive and inferential statistics to answer the research questions. The qualitative analysis of the data was accomplished by interpreting the responses provided to the interview questions. The findings indicated that the challenges surrounding novice teachers hinder them in their development as new teachers. The most conspicuous challenges reported by the study participants were dealing with low English proficiency students and managing the negative attitudes of students toward learning English. This report also determined additional perceptible challenges: adoption of various teaching methods and the establishment of a student-centered approach, student behavior management, course planning, dealing with individual differences, and communication with parents.  This study showed that these teachers had left their pre-service training with a very limited knowledge and skills for dealing with the reality of teaching. Mentoring and observing veteran teachers were identified by novice teachers as the two most beneficial strategies for implementing a teacher induction program that could mitigate the challenges they face in their first few years.

scholarly journals Steps in need of teachers’ tranformative professonial learning

2016 ◽  
Vol 3 (6) ◽  
Author(s):  
Judit Vidékiné Reményi
Keyword(s):  
Professional Development ◽  
Transformative Learning ◽  
Training Programme ◽  
Transformative Teaching ◽  
Teachers Beliefs ◽  
Improve Student Achievement ◽  
Service Training ◽  
Teachers Professional Development ◽  
Training Programmes ◽  
And Training

The paper considers transformative learning within the context of teachers’ professional development as part of a formal teacher in-service training programmes. Hungarian teachers’ outdated teaching methods and more often than not old-fashioned classroom technologies and tools are not capable of providing quality education and training. Formal professional development programmes should shift from transmissive teaching to transformative teaching in order to improve student achievement by fundamentally changing teachers’ beliefs and attitudes to teaching. A model of a university-based teacher training programme aiming at teachers’ transformative learning is described.

A Paradigm Shift for Teachers' Professional Development Structure in Turkey

2016 ◽  
pp. 52-72 ◽  
Author(s):  
Murat Günel ◽  
Melike Özer-Keskin ◽  
Nilay Keskin-Samancı
Keyword(s):  
Professional Development ◽  
Science Teachers ◽  
Epistemological Beliefs ◽  
General Structure ◽  
Training Programme ◽  
Thinking Skills ◽  
Pedagogical Practices ◽  
Service Training ◽  
Training Activities ◽  
Teachers Professional Development

This chapter concerns the importance of in-service training programmes for the professional development of science teachers. A description will be given of the general structure of in-service training activities in Turkey and the results will be presented of an in-service training project, which was conducted as part of a three-year longitudinal study. Within the scope of the project, an in-service training programme for science teachers was conducted based on the argument-based inquiry approach and the theoretical premises upon which it is built. The project aimed to direct science teachers towards student-centred teaching. The training activities focused on the scientific thinking underpinning the teachers' professional knowledge and practices, their perceptions on learning, and their pedagogical practices and epistemological beliefs. The extent to which these activities affected classroom applications and learning processes was investigated and the findings suggest that they had a statistically significant impact on the teachers' pedagogical development and on the students' academic performance and thinking skills.

A Paradigm Shift for Teachers' Professional Development Structure in Turkey

2016 ◽  
pp. 282-302
Author(s):  
Murat Günel ◽  
Melike Özer-Keskin ◽  
Nilay Keskin-Samancı
Keyword(s):  
Professional Development ◽  
Science Teachers ◽  
Epistemological Beliefs ◽  
General Structure ◽  
Training Programme ◽  
Thinking Skills ◽  
Pedagogical Practices ◽  
Service Training ◽  
Training Activities ◽  
Teachers Professional Development

This chapter concerns the importance of in-service training programmes for the professional development of science teachers. A description will be given of the general structure of in-service training activities in Turkey and the results will be presented of an in-service training project, which was conducted as part of a three-year longitudinal study. Within the scope of the project, an in-service training programme for science teachers was conducted based on the argument-based inquiry approach and the theoretical premises upon which it is built. The project aimed to direct science teachers towards student-centred teaching. The training activities focused on the scientific thinking underpinning the teachers' professional knowledge and practices, their perceptions on learning, and their pedagogical practices and epistemological beliefs. The extent to which these activities affected classroom applications and learning processes was investigated and the findings suggest that they had a statistically significant impact on the teachers' pedagogical development and on the students' academic performance and thinking skills.

scholarly journals Supporting teachers’ professional development: Examining the opinions of pre-school teachers attending courses in an undergraduate program

2020 ◽  
Vol 10 (3) ◽  
pp. 809-868
Author(s):  
Mehmet Toran ◽  
Sevcan Yağan Güder
Keyword(s):  
Professional Development ◽  
Training Programs ◽  
Preschool Teachers ◽  
Descriptive Analysis ◽  
Structured Interviews ◽  
Undergraduate Program ◽  
Before And After ◽  
Service Training ◽  
Professional Development Needs ◽  
Teachers Professional Development

This study aimed to determine the opinions of preschool teachers about courses they attended in a preschool undergraduate program in order to support their professional development. The case study, one of the qualitative research designs, was adopted in the study. Two sampling strategies, snowball and criterion sampling, were used for the determination of participants. 26 teachers from 6 different preschools voluntarily participated in the research. The data were collected through semi-structured interviews carried out in two steps; before and after participating in the courses in the preschool undergraduate program. Descriptive analysis was employed in the analysis of the data. Results revealed that preschool teachers put into practice in-service program outputs tailored to their needs and in line with their professional development needs and made suggestions so that in-service training programs to be designed for their professional development can be more effective. In conclusion, the preschool teachers were found to need alternative in-service training programs.

scholarly journals THE IMPACT OF A PROFESSIONAL DEVELOPMENT PROGRAM ON IN-SERVICE TEACHERS’ TPACK: A STUDY FROM ESTONIA

2015 ◽  
Vol 66 (1) ◽  
pp. 18-28
Author(s):  
Piret Lehiste
Keyword(s):  
Professional Development ◽  
Educational Technology ◽  
Training Program ◽  
Development Program ◽  
Pedagogical Content ◽  
Teachers Perceptions ◽  
Knowledge Domains ◽  
Service Training ◽  
Teachers Professional Development ◽  
The Impact

Recently there has been a considerable interest in the Technological Pedagogical Content Knowledge (TPACK) framework for effective technology integration (Koehler et al., 2013). Researchers have been measuring how effective their professional development efforts have been for the development of teachers’ TPACK (Graham et al., 2009; Guzey & Roehrig, 2009). So far research is based only on short-term courses, so longitudinal studies are needed to examine the TPACK development of teachers across time (Hoffer & Grandgenett, 2012; Koh & Sing, 2011). A two-year in-service training program of educational technology (60 ECTS), based on the TPACK framework, was developed at Tallinn University Haapsalu College to support in-service teachers to effectively embed ICT into their classroom teaching. The first group of teachers (n=20) enrolled in the program in January 2014. This paper reports some preliminary findings of a longitudinal action research, the main aim of which is to evaluate the impact of the in-service training program of educational technology on teachers’ TPACK. The key questions for this research were: how do teachers’ perceptions of their TPACK levels change after participating in the training program for a year; which of the seven knowledge domains of the TPACK framework develop more than others; what is the impact of different knowledge domains on teachers’ TPACK perceptions. The TPACK questionnaire developed by Schmidt et al. (2009) was used to measure in-service teachers’ self-assessments of their TPACK during the first meeting of the training program and at the end of the first academic year. The research results revealed increase in all the domains of the TPACK framework. There was significant development of the teachers’ TK and TPACK, but only limited growth in CK and PK. Strong positive correlations were found between TCK, TPK and TPACK in the post-course survey. Key words: ICT, in-service teachers, professional development, TPACK.

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