An Analysis of School-Level Factors Affecting Teachers’ Professional Development Activities: Focusing on Korea and Japan

2019 ◽  
Vol 29 (5) ◽  
pp. 49-78
Author(s):  
Soon-young Oh ◽  
Youngeun An
Keyword(s):  
Professional Development ◽  
School Level ◽  
Factors Affecting ◽  
Teachers Professional Development

scholarly journals School-Based Mentoring for Professional Development of Inclusive School Teachers

2011 ◽  
Vol 13 (1) ◽  
pp. 72-83 ◽  
Author(s):  
Ženija Bērziņa
Keyword(s):  
Professional Development ◽  
Inclusive Education ◽  
Teaching Method ◽  
School Level ◽  
School Teachers ◽  
School Based ◽  
Inclusive School ◽  
School Based Mentoring ◽  
Teachers Professional Development ◽  
The Impact

School-Based Mentoring for Professional Development of Inclusive School TeachersBecause of the importance and the complexity of inclusive education, the implementing of a new teaching method in fifteen schools of four regions of Latvia was integrated with school-based teacher mentoring in a two-year project. A new method of teaching basic concepts for children with learning disabilities was a crucial part of in-service teacher training mentoring programme. This paper illuminates mentors' and teachers-mentees' perceptions on the impact of mentoring on their teaching at the primary school level. Data collected by the means of self-evaluation includes teachers' and their mentors' views on the role of mentoring and teachers' collaboration in teachers' professional development and inclusion of children with special needs. The results of the study show that mentoring and collaboration are pre-conditions for successful teachers' professional development, which creates, in its turn, a favourable basis for enhancement of inclusive education programmes.

scholarly journals PRIMARY ENGLISH LANGUAGE TEACHERS’ ENGAGEMENT IN PROFESSIONAL DEVELOPMENT

2019 ◽  
Vol 35 (1) ◽  
Author(s):  
Nguyen Thi Thom Thom ◽  
Pham Thi Thanh Thuy
Keyword(s):  
Professional Development ◽  
Mixed Methods Research ◽  
English Language ◽  
Language Teachers ◽  
Structured Interviews ◽  
Factors Affecting ◽  
Efl Teacher ◽  
English Language Teachers ◽  
Teachers Professional Development ◽  
The Impact

Teachers’ professional development (PD) is viewed as the center of educational reforms in many countries, and this topic has been widely researched by scholars such as Avalos (2011), Darling-Hammond & McLaughlin (2011), Le (2002), and Whitehouse (2011). However, primary English language teachers (PELTers)’ PD has been under-researched in Vietnamese contexts. This paper outlines a project researching PELTers’ PD in a period of ongoing educational transformation, initiated by the National Foreign Languages Project. The authors highlight a ‘mixed methods’ research design with data collected from 68 surveys and five individual semi-structured interviews in a province in North Vietnam. Both the impact of language policy on Vietnamese PELTers' PD and their responses to top-down PD requirements and provision are under investigation. Some initial findings are (i) PELTers' rationales for PD; (ii) their engagement in PD forms and topics; (iii) benefits of PD; (iv)their PD need areas; and (v) factors affecting PD engagement. PELTers' suggestions for improving PD in their contexts are also discussed. This paper offers significant insights for EFL researchers, policy-makers, EFL teacher training institutions and other educators.

scholarly journals Elementary Education and Language Teachers’ Professional Development Needs: The Context of Pakistan

2016 ◽  
Vol I (I) ◽  
pp. 85-96
Author(s):  
Fasih Ahmed ◽  
Sana Hussan ◽  
Muhammad Safiullah
Keyword(s):  
Professional Development ◽  
Elementary School ◽  
Elementary Education ◽  
Language Teachers ◽  
Individual Development ◽  
School Level ◽  
Degree Programs ◽  
Course Work ◽  
Professional Development Needs ◽  
Teachers Professional Development

Teachers professional development is central to meet the ever-growing challenges at the elementary school level. In this article we describe the development and use of Teachers Development Scale at the elementary school level in Pakistan. An exploratory factor analysis (n=274) showed two basic dimensions of teachers professional development: community development, and individual development. Community-based developments included collaborative projects, participation in conferences, and system of educators for proficient advancement. On the other hand, individual developments related to improvement in course work, coaching, observation visits to other schools and qualification degree programs. The implication of the study identifies constraints and suggestions for educators, educationists and instructor mentors.

scholarly journals Perspectives in regard to factors affecting the professional development of science teachers

2016 ◽  
Vol 13 (2) ◽  
pp. 2625 ◽  
Author(s):  
Volkan Hasan Kaya ◽  
Yasemin Gödek
Keyword(s):  
Professional Development ◽  
Science Teachers ◽  
School Principals ◽  
Descriptive Analysis ◽  
Structured Interview ◽  
Teaching Profession ◽  
Correlation Technique ◽  
Factors Affecting ◽  
Service Training ◽  
Teachers Professional Development

As one of the crucial elements of education system, teachers’ professional development is important to equip them with the education to compensate the needs of modern life. The major aim of this research is to determine the views of school principals and science teachers on the concept of professional development, and identify factors which affect science teachers’ professional development. Both qualitative (semi-structured interview) and quantitative (survey) research methods were used in the research. The sample consisted of school principals and science teachers who were working in Nevşehir province and its districts. 6 school principals and 6 science teachers were interviewed in-depthly. In addition, data from 109 science teachers were also collected through questionnaires. The data obtained through interviews were analyzed by descriptive analysis. Simple correlation technique and percentage distributions were used to analyze the questionnaires. The research findings show that in general, the teaching profession is being perceived as a profession which starts with pre-service training and continues with in-service training; therefore, it is an ongoing process. It has also been discovered that in this process, "personal and external factors" affect science teachers' professional development. Thus, teachers’ professional development should be supported in line with these factors.

scholarly journals Classroom teachers’ professional development activities within the scope of life long learning in Turkey

2016 ◽  
Vol 13 (1) ◽  
pp. 1503 ◽  
Author(s):  
Aliye Erdem ◽  
E. Seda Koç
Keyword(s):  
Professional Development ◽  
Professional Training ◽  
Teaching Profession ◽  
Classroom Teachers ◽  
Teaching Process ◽  
Public And Private ◽  
Factors Affecting ◽  
Life Long Learning ◽  
Positive Learning Environment ◽  
Teachers Professional Development

Among all the factors affecting education, teachers have more important role in ensuring the effectiveness of the teaching process. Teachers’ professional development is a subject that directly affect the teaching process. Researches on the development of teaching profession indicate that professional training is a necessity for better education and better schools. Because if the teacher learns during performing the teaching profession, the quality of the education offered by the teacher will be higher. Teachers who develop themselves in terms of profession provide both a better education and a positive learning environment for the students. In this context, the aim of this research is to investigate the activities of the classroom teachers participate in Turkey in order to ensure their professional development. The study is prepared depending on the views of the classroom teachers. The data were obtained from the classroom teachers who teach 1, 2, 3, and 4. classes in public and private elementary schools in Ankara, in the 2014-2015 academic year. Questionnaire developed by the researchers was used for collecting the data.

scholarly journals Case Study of Science Teachers’ Professional Development in Saudi Arabia: Challenges and Improvements

2018 ◽  
Vol 11 (3) ◽  
pp. 70 ◽  
Author(s):  
Amel Alshehry
Keyword(s):  
Professional Development ◽  
Saudi Arabia ◽  
Science Teachers ◽  
Educational Institutions ◽  
Factors Affecting ◽  
Face To Face ◽  
Skill Gaps ◽  
Professional Development Needs ◽  
Higher Educational ◽  
Teachers Professional Development

Professional development has a major role in addressing the skill gaps of teachers. Recently, much effort has been focused on improving teaching practices in Saudi Arabia. Here we aim to determine Saudi teachers professional development needs in the higher educational system. We also focus on skill needs, training programs, factors affecting teacher performance, and teacher’s control of their own professional development. Here, through face-to-face interviews, we explore how current professional development strategies could be improved to better meet the needs of academic teachers views through face to face interviews data collection to address the questions of what teachers needs to develop and support their professional knowledge, how it affect their teaching methods and what opportunities and roles provided to them based on the instructional systems. Finally, the study illustrates how the professional development among based on their experiences and practice could be improved and how they encounter their participations and interaction to facilitate their development among higher educational institutions in Saudi Arabia.

scholarly journals Elm Street School:A Case Study of Professional Development Expenditures

2002 ◽  
Vol 10 ◽  
pp. 28
Author(s):  
H. Alix Gallagher
Keyword(s):  
Professional Development ◽  
School Level ◽  
Review Of The Literature ◽  
School Site ◽  
Professional Development For Teachers ◽  
Cost Categories ◽  
Teachers Professional Development ◽  
State Expenditures ◽  
Development Spending

This article addresses the question of how much is spent on teachers' professional development.  A review of the literature finds two problems that have frequently led to inaccurate estimates of professional development spending: 1) the accounting codes that are used in many studies provide little description of spending, and 2) studies generally focus on district or state expenditures for professional development, but do not collect data on school-level spending.  These problems are compounded by the fact that studies define professional development spending differently, and thus it is difficult to compare findings across studies.  In an effort to begin to address this problem, this study utilizes a detailed cost structure to analyze both district and school site expenditures on professional development across cost categories.  The study found that school-level expenditures were a significant source of professional development for teachers.  This has implications for the methodologies used to estimate current professional development expenditures and what level of expenditures would be necessary to generate dramatic improvements in student achievement.

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