Teacher Professional Development in the UAE: What Do Teachers Actually Want?

2016 ◽  
Author(s):  
Elizabeth Buckner ◽  
Sonal Chedda ◽  
Justina Kindreich
Keyword(s):  
Professional Development ◽  
United Arab Emirates ◽  
School Teacher ◽  
Information And Communications Technology ◽  
Public School Teachers ◽  
Students With Special Needs ◽  
Teacher Networks ◽  
Pedagogical Skills ◽  
Teacher Professional ◽  
Training Courses

Drawing on survey and interview data, this policy brief examines perceptions of professional development among public school teachers in the United Arab Emirates (UAE). It explores what types of professional development teachers have access to, the barriers to professional development they face, and teachers’ stated needs for additional professional development. We find that teachers in the UAE have high rates of participation in professional development. They benefit from both week-long professional development workshops and in-school teacher networks that cover subject matter material and pedagogical skills. However, concerns about existing professional development offerings include that they can be repetitive or irrelevant and that there are few incentives associated with attending training courses. Key areas for future support include offering training on 1) students with special needs; 2) information and communications technology; and 3) community engagement.

scholarly journals Addressing Sunshine State Standards in Elementary School Teacher Professional Development Workshops

EDIS ◽  
2009 ◽  
Vol 2009 (5) ◽  
Author(s):  
Jennifer A. Seitz ◽  
Martha C. Monroe ◽  
Kimberly O. Thurman
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
School Teacher ◽  
State Standards ◽  
Forest Resources ◽  
Public School Teachers ◽  
School Teachers ◽  
Project Learning ◽  
Teacher Professional ◽  
Project Learning Tree

FOR-220, a 6-page illustrated fact sheet by Jennifer A. Seitz, Martha C. Monroe, and Kimberly O. Thurman, use Project Learning Tree (PLT) workshops as an example of how anyone conducting professional development workshops can improve attendance and enhance program use by public school teachers by identifying and advertising the Sunshine State Standards (SSS) that the workshops address. Published by the UF School of Forest Resources and Conservation, May 2009.

scholarly journals Teacher Professional Development and Appraisal

2015 ◽  
Vol 2 (2) ◽  
pp. 146-152
Author(s):  
Kushtarbek Kimshanov ◽  
Totukan Dyikanbaeva
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Teacher Development ◽  
School Teacher ◽  
High Standard ◽  
Teacher Appraisal ◽  
International Literature ◽  
Muslim Society ◽  
Teacher Professional ◽  
And Training

Abstract The paper is based on analysis of international literature on school teacher appraisal and professional development.  Teacher appraisal is a very important area of study, and traditionally it has been quite a contested field as well.  Teachers used to feel tension and anxiety due to unfair teacher appraisal, and they often reacted to teacher appraisal with resentment and nervousness.  Historically, teacher teacher appraisal was aimed to inform the issues and training considerations in education during the decades of the seventies and was establish to exercise greater accountability to maintain a high standard in education. However, eventually the developmental purpose had been emphasized. This paper presents rich literature on teacher appraisal and teacher development concepts. Abstrak Artikel ini berdasarkan analisis literatur internasional pada penilaian guru sekolah dan pengembangan profesional. Penilaian guru merupakan bidang kajian yang sangat penting, dan sudah menjadi bidang kajian yang cukup sering diperdebatkan. Guru kerap merasa tegang dan cemas dikarenakan penilaian guru yang tidak adil, dan mereka sering bereaksi terhadap penilaian guru dengan kekesalan dan gugup. Dalam sejarahnya, penilaian guru bertujuan untuk memberitahukan isu-isu dan pertimbangan pelatihan dalam pendidikan selama dekade tujuh puluhan dan telah dibentuk untuk melatih akuntabilitas yang lebih baik untuk mengatasi standar pendidikan yang tinggi. Namun, akhirnya tujuan pengembangan telah ditekankan. Artikel ini memberikan beragam informasi tentang penilaian guru dan konsep pengembangan guru. How to Cite : Kimshanov, K. Dyikanbaeva, T. (2015). Teacher Professional Development and Appraisal. TARBIYA: Journal Of Education In Muslim Society, 2(2), 146-152. doi:10.15408/tjems.v2i2.2802. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v2i2.2802

Early Childhood Teacher Professional Development on Technologies for Young Children

2021 ◽  
pp. 102-126
Author(s):  
Lynn Hartle ◽  
Diane Bales ◽  
Katherine Gardner ◽  
Kelsey MacLeod ◽  
Megan DeFluri ◽  
...  
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Young Children ◽  
Teacher Professional Development ◽  
Information And Communications Technology ◽  
Early Childhood Teacher ◽  
Shared Decision ◽  
Mandated Curriculum ◽  
Teacher Professional

Early childhood (EC) teachers need ongoing professional development (PD) to use information and communications technology (ICT) intentionally with young children. This chapter bridges the existing literature on PD best practices with additional interview data from EC teachers and higher education faculty. Three frames of influence on EC teachers' uses of ICT are discussed: personal – beliefs and comfort with technology; institutional – mandated curriculum, affordances of equipment, and ongoing personalized support; and societal – pervasive reliance on technology and influence on young children's future careers. The chapter concludes with PD recommendations for ICT that is content- and pedagogy-focused, based on research and policy, provides options for PD types and timing with follow up supports, and includes EC teachers in shared decision making for appropriate ICT practices in their classrooms.

Teachers’ Unpreparedness to Accommodate Student Needs

2020 ◽  
Vol 35 (3) ◽  
pp. 210-224
Author(s):  
Man-Wai Chu ◽  
Heather L. Craig ◽  
Lake B. Yeworiew ◽  
Yue Xu
Keyword(s):  
Professional Development ◽  
School Psychologists ◽  
Inclusive Education ◽  
Teacher Preparedness ◽  
Student Needs ◽  
National Assessment ◽  
Students With Special Needs ◽  
External Resources ◽  
Teacher Survey ◽  
Training Courses

Many students require special education and programming to succeed in the classroom. This study analyzed international and national assessment teacher survey data regarding inclusive education to better characterize student classroom needs and teacher preparedness to support them. Most teachers indicated that they relied on teacher-based accommodations and some teachers did not have access to external resources. While many teachers did not indicate receiving adequate teacher training courses and professional development (PD) on inclusive education, results indicate students from classrooms in which teachers took inclusive education PD statistically significantly outperform their peers ( F[1, 5.2] = 526.60, p < .05). As school psychologists support teachers in their classrooms to meet the needs of all their students, it is important for school psychologists to consider the minimal training and lack of PD attended by these teachers coupled with their relaxed attitude toward attending PD on teaching students with special needs.

scholarly journals Middle and High School Teacher Professional Development

2020 ◽  
Author(s):  
Keith Schimmel ◽  
Muktha Jost ◽  
Tyrette Carter ◽  
Shawn Watlington ◽  
Terrie McManus ◽  
...  
Keyword(s):  
Professional Development ◽  
High School ◽  
Teacher Professional Development ◽  
School Teacher ◽  
High School Teacher ◽  
Teacher Professional
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