Science Teachers’ Continuous Professional Development: Nature of in-Service Training and its Implementation

2015 ◽  
Vol 1 (1) ◽  
Keyword(s):  
Professional Development ◽  
Science Teachers ◽  
Continuous Professional Development ◽  
Service Training

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 Developing Professionally

1970 ◽  
Vol 1 (2) ◽  
pp. 169-180
Author(s):  
Rubina Khan
Keyword(s):  
Professional Development ◽  
Knowledge Base ◽  
Teacher Development ◽  
Professional Growth ◽  
Continuous Professional Development ◽  
Career Growth ◽  
Effective Performance ◽  
Service Training ◽  
Teacher Associations

Teaching is a challenging job and teachers need to perform well in order to deliver their lessons effectively. One major prerequisite for effective performance is the need for teachers to engage in continuous professional development (CPD). Professional development (PD) includes a cluster of activities related to the enhancement of career growth and refinement of the skills of the practitioner. It may range from activities like attending pre-service and in-service training, participating in conferences, seminars, workshops, joining teacher associations, reading books and articles etc. This article briefly highlights the key ingredients of professional development, outlines the sources of PD and argues that professional development is essential for promoting individual and professional growth. Keywords: Professional Development (PD), Continuous Professional Development (CPD), Teacher Development (TD), knowledge base, ELT professional, facets of Continuous Professional Development.DOI: 10.3329/dujl.v1i2.3723 The Dhaka University Journal of Linguistics: Vol. 1 No .2 August, 2008 Page: 169-180

scholarly journals IN-SERVICE TRAINING OF TEACHERS OF ENGLISH AS A FOREIGN LANGUAGE IN ESTONIA: MAPPING OF TRENDS AND OPPORTUNITIES

2017 ◽  
Vol 75 (2) ◽  
pp. 194-203
Author(s):  
Nina Raud ◽  
Olga Orehhova
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
Foreign Language ◽  
English Language ◽  
Continuous Professional Development ◽  
English Language Teaching ◽  
Education Policies ◽  
Efl Teachers ◽  
Service Training ◽  
Training Programmes

In-service training of teachers of English as a foreign language (EFL) is as a core instrument of continuous professional development of EFL teachers. Within the context of nowadays education policies, the issue of in-service training has become of topical importance. It requires systematic approach based on the analysis of individual EFL teachers’ needs and receptive practices in developing in-service teacher-training programmes. In view of that, a survey was conducted among EFL teachers in Estonia to discover the areas of in-service training they are interested in. Based on the survey results, a model of an in-service training module to implement in order to meet the needs of EFL teachers in Estonia is proposed, and it is placed against the background of in-service teacher training provided in Estonia. The module could be included into in-service teaching training programmes not only in Estonia, but in a wider European context. Keywords: in-service teacher training, continuous professional development (CPD), English language teaching.

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.

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