scholarly journals EXPLORING PRE-SERVICE TEACHERS’ PERCEPTION TOWARDS TEACHER PROFESSIONAL DEVELOPMENT

2020 ◽  
Vol 3 (2) ◽  
pp. 49
Author(s):  
Raisa Fadilla
Keyword(s):  
Professional Development ◽  
Teacher Preparation ◽  
Classroom Management ◽  
Teacher Professional Development ◽  
Effective Means ◽  
Learning Activities ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
Subject Field ◽  
Teacher Professional

Considering the role of teachers which is uneasy, it is necessary to develop an effective means of supporting and retaining teachers to provide good quality learning environment for students and a supportive work environment for teachers. Based on the urgency of professional development for teachers, pre-service teachers’ perception towards teacher professional development (TPD) becomes prominent to explore. The survey reflects the pre-service teachers’ perception with regard to professional development.  The perception covers the most needed topics in TPD and the most needed learning activities which may give high impacts to their knowledge for teaching. This study involves pre-service teachers from English Department Batch 2016 who were taking internship program as English teachers in public or private schools in Banjarmasin.Regarding the pre-service teachers’ perception related to the needed topics, classroom management and knowledge of instructional practices in their subject field are the greatest area of development need followed by knowledge of their main subject and also ICT skills. On the concern of pre-service teachers’ perception related to most needed learning activities of TPD, courses or workshops is recognized as the most beneficial learning activities to improve teachers’ competences.The results of this study are expected to provide the basic thought for the implication for teacher preparation program in the future. Furthermore, the targeted implementation of the findings will give insights on the most needed professional development topics and most preferred learning activities which can be considered by the related institution when conducting teacher preparation program.

scholarly journals Problem-Based Learning for Responsive and Transformative Teacher Professional Development

2019 ◽  
Vol 1 (1) ◽  
pp. 18-25
Author(s):  
Tom J. McConnell ◽  
Joyce M. Parker ◽  
Jan Eberhardt
Keyword(s):  
Professional Development ◽  
Professional Learning Communities ◽  
Content Knowledge ◽  
Teacher Professional Development ◽  
Professional Learning ◽  
Problem Based Learning ◽  
Learning Activities ◽  
Pedagogical Practice ◽  
Additional Information ◽  
Teacher Professional

Educational reform should include teacher professional development (PD) to help educators learn how to implement new programs. This article shares a research-tested model of PD that uses the analytic framework of Problem-Based Learning (PBL) to support professional learning. Evidence suggests that PBL is effective in changing content knowledge and pedagogical practice. To teach content, facilitators engage teachers in learning activities designed using common PBL structures. Stories about authentic phenomena present problems associated with specific concepts. Learners work in groups to analyze problems, seek additional information, and construct plausible solutions. This same approach can support Professional Learning Communities (PLCs) to help teachers examine and revise their own teaching. In this model, teachers collaborate to identify “problems of teaching.” The group uses PBL to analyze information and solutions. Teachers research teaching strategies, test a proposed strategy, and analyze evidence to build new understandings of teaching.

scholarly journals Effect of Instructional Strategies on Students’ Academic Achievement in Public Senior High Schools in Ghana

2020 ◽  
Vol 12 (2) ◽  
pp. 17
Author(s):  
Richard Kwabena Akrofi Baafi
Keyword(s):  
Professional Development ◽  
Academic Achievement ◽  
High Schools ◽  
Classroom Management ◽  
Instructional Strategies ◽  
Teacher Professional Development ◽  
Teaching Quality ◽  
Effective Teacher ◽  
Teacher Professional ◽  
The Government

Teaching quality, as demonstrated by effective teacher instructional strategies, has dominated education process research in the recent past. This study sought to establish the effect of instructional strategies on student academic achievement in public senior high schools in Ghana. The study utilised a sample of 210 students and 160 teachers sampled through proportionate stratified sampling. The study attempted to establish which instructional strategies were inherent in public senior high schools in Ghana and how those strategies influenced students’ achievement in the national standardised mathematics test. The study found out that most teachers had an average experience of five years, with those over ten years’ experience exhibiting ineffective teaching strategies due to lack of structured teacher professional development. Further, the study established that classroom management strategies which promote discipline among students and teacher-prepared strategies were inherent among teachers. However, strategies which increase learner engagement, as well as those which increase learning during lesson delivery, were inadequate. The study recommends that the government of Ghana enhances a structured teacher professional development as well as effective school-based teacher supervision policies.

scholarly journals Shaping the Way We Teach English: Potential Effects of a Teacher Professional Development Program on Jordanian EFL Teachers’ Instructional Practices

2019 ◽  
Vol 43 (4) ◽  
pp. 115
Author(s):  
Ruba Fahmi Bataineh ◽  
Lubna Ahmad Shawish ◽  
Mohammad Khalid Al-Alawneh
Keyword(s):  
Professional Development ◽  
Classroom Management ◽  
Instructional Practices ◽  
Teacher Professional Development ◽  
Development Program ◽  
Professional Development Program ◽  
Efl Teachers ◽  
Before And After ◽  
Teacher Professional ◽  
The Way

<p> </p><p class="Default">This study examines the potential effect of <em>Shaping the Way We Teach English</em>, a teacher professional development program, on Jordanian English as a foreign language (EFL) teachers’ instructional practices. The participants of the study are 20 Jordanian EFL teachers selected from 14 public schools in North Ghour Directorate of Education in the first semester of the academic year 2018/2019. Observations of the participants, along the seven domains of <em>classroom management, language, teaching strategies, learning strategies, assessment strategies, authentic materials, </em>and<em> reflection</em>, were conducted before and after the treatment to determine whether or not the treatment has an effect on the participants’ instructional practices. Descriptive statistics were used to compare the participants’ performance before and after the treatment. The findings revealed that the participants gained on all seven domains of the observation checklist, with statistically significant differences found (at α=0.05) in their instructional practices before and after the treatment, in favor of the latter.  The study concludes with pedagogical implications and recommendations for further research.</p><p><span style="font-family: Times New Roman; font-size: medium;"><br /></span></p>

scholarly journals ENGLISH TEACHER PROFESSIONAL DEVELOPMENT IN INDONESIA: THE CHALLENGES AND OPPORTUNITIES

2019 ◽  
Vol 8 (1) ◽  
pp. 41
Author(s):  
Anchieta Ave Avillanova ◽  
Paulus Kuswandono
Keyword(s):  
Professional Development ◽  
Classroom Management ◽  
Teacher Professional Development ◽  
Junior High School ◽  
Student Assessment ◽  
Performance Standards ◽  
English Teacher ◽  
Challenges And Opportunities ◽  
Teacher Professional ◽  
The Government

This study investigates the challenges and opportunities of junior high school English teacher professional development in Indonesia. The objectives of the study are to examine the English teachers� challenges and needs to develop their TPD. This qualitative study employed questionnaire and in-depth interview as the main instruments for data collection. The findings revealed that the challenges of TPD related to, firstly, program timing as the program was carried out during working hours; and, secondly, lack of information about workshop schedule from the government (Education Office) because, geographically, some schools are located in remote areas. The study also explored the teachers� needs for TPD concerning student assessment, classroom management, knowledge and understanding of English, content of performance standards, giving instruction, ICT skills for teaching, teaching students with special learning needs, and school management and administration. Suggestion for further study concerns with the bottom-up approach of carrying TPD based on the teachers� real needs as opposed to given programs.

Making Sense of the Links: Professional Development, Teacher Practices, and Student Achievement

2009 ◽  
Vol 111 (2) ◽  
pp. 573-596
Author(s):  
Marjorie R. Wallace
Keyword(s):  
Professional Development ◽  
Student Achievement ◽  
Teacher Preparation ◽  
Teacher Professional Development ◽  
Teacher Practice ◽  
Teacher Practices ◽  
Data Sets ◽  
Data Set ◽  
Teacher Professional ◽  
K 12

Background/Context Although there is substantial evidence that high-quality professional development can improve teacher practices, less evidence exists for the effects of teacher professional development on intermediate outcomes, such as teacher practices, and their ultimate effects on K–12 student achievement. This work links professional development through teacher practices to examine their separate and combined effects on student achievement. Research Questions When teacher characteristics and teacher preparation program are controlled, what are the effects of teacher professional development on (1) teacher practices in mathematics and reading, and (2) subsequent student mathematics and reading achievement? Population The study uses students (n = 1,550–6,408) nested within teachers (n = 168–1,029) from six existing databases, two from the 2000 Beginning Teacher Preparation Survey conducted in Connecticut and Tennessee, and four from the National Assessment of Educational Progress (NAEP Mathematics 1996, 2000, and NAEP Reading 1998, 2000). Research Design This quantitative study employed a hybrid structural equation model built based on relationships indicated by the literature. Using extant large-scale data sets, the model was first tested using the smallest data set and then confirmed using successively larger state and national data sets. Conclusions Professional development has moderate effects on teacher practice and very small but sometimes significant effects on student achievement when the effects of professional development are mediated by teacher practice. In spite of differences in samples, academic subjects, and assessments, the effects of professional development on teacher practice and student achievement persist and are remarkably similar across analyses.

scholarly journals MOOCs for Teacher Professional Development: Reflections and Suggested Actions

Open Praxis ◽  
2018 ◽  
Vol 10 (1) ◽  
pp. 67 ◽  
Author(s):  
Pradeep Kumar Misra
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Online Courses ◽  
Effective Means ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Research Papers ◽  
Teacher Professional ◽  
Policy Priority ◽  
Different Cultures

Teacher Professional Development (TPD) has become a major policy priority within education systems worldwide. But keeping teachers professionally up-to-date and providing them professional development opportunities on continuing basis is a big challenge. Massive Open Online Courses (MOOCs) can be a cost and resource effective means to complement the traditional methods of professional development of teachers. This optimism is based on the assumption that use of MOOCs will facilitate mass training of teachers as per their convenience and ease. The other assumption is that being MOOCs-based training, it will be easy to adapt it to different cultures and languages. Considering these assumptions, this concept paper which is based on reviews of different reports, documents and research papers - discusses the challenges of TPD, reflects upon promises of using MOOCs for TPD; details initiatives and experiences of using MOOCs for TPD; and suggests actions for promoting the use of MOOCs for TPD.

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