scholarly journals Profiles of Teachers’ Expertise and Professional Development in Technology and Engineering Expertise Program of Vocational Secondary Schools

2018 ◽  
Vol 24 (2) ◽  
pp. 238-247
Author(s):  
Istanto Wahyu Djatmiko ◽  
Sri Waluyanti ◽  
Thomas Sukardi ◽  
Lilik Chaerul Yuswono
Keyword(s):  
Professional Development ◽  
Secondary Schools ◽  
Training Program ◽  
Random Sampling ◽  
Employment Status ◽  
Government Employees ◽  
Teachers Professional Development ◽  
Teachers Training ◽  
Survey Approach ◽  
Descriptive Method

This study was aimed to identify the profiles of teachers' expertise and professional development in Technology and Engineering Expertise Program (TEEP) of Vocational Secondary Schools (VSSs). This study was conducted with a survey approach. The population consisted of 1025 teachers of TEEP at VSSs in Yogyakarta, Indonesia. The samples were 280 teachers selected with proportional random sampling. Data were collected by an open-ended questionnaire and analyzed with a descriptive method. Results of the study identified the profiles of expertise that included the majority of teacher’s employment status is government employees and scanty non-government employees. The range of working time is mostly from 7 and 18 years. Teachers mostly participate in the teachers’ certification through the professional teachers training program.  A few number of the teachers have the additional expertise certificates, and none of the teachers has the dual expertise certificates. Furthermore, types of the teachers’ professional development activities that followed by most of the teachers are seminars, journals, learning media, and participating as members of teachers association.

scholarly journals Teachers’ Professional Development to Enhance ELT: Needs Analysis for Developing Teacher Training Program in an EFL Context

2016 ◽  
Vol 21 (1-2) ◽  
pp. 40-53
Author(s):  
Janak Singh Negi
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
Training Program ◽  
New Teacher ◽  
Learning Context ◽  
Teacher Training Program ◽  
Efl Context ◽  
Efl Teachers ◽  
Teachers Professional Development ◽  
Context Specific

Developing any new teacher training program for Teachers’ Professional Development (TPD) should start from where the teachers are and what they actually need, which is very essential to bring out innovation and improvement in the field of ELT. The present study represents teachers’ voices from Far Western and Mid-Western part of Nepal based on the survey data collected from EFL teachers. The researcher reached to the conclusion that teachers should be trained and given opportunities on how to put the existing knowledge in to practice according to the learning context, needs and available resources creating their own context specific methodology keeping oneself up to date with global practices including the integration of ICT in the field of ELT. Journal of NELTA, Vol. 21, No. 1-2, 2016, Page:40-53

Organisational factors and teachers' professional development in Dutch secondary schools

2011 ◽  
Vol 35 (1) ◽  
pp. 24-44 ◽  
Author(s):  
Arnoud T. Evers ◽  
Béatrice I.J.M. van der Heijden ◽  
Karel Kreijns ◽  
John T.G. Gerrichhauzen
Keyword(s):  
Professional Development ◽  
Secondary Schools ◽  
Teachers Professional Development ◽  
Organisational Factors

scholarly journals Reflexiones en torno a la Investigación-Acción educativa

2014 ◽  
pp. 58-86 ◽  
Author(s):  
Dra. María Cecilia Martínez
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Secondary Schools ◽  
Working Conditions ◽  
Efficient Method ◽  
Professional Communities ◽  
School Interventions ◽  
Teacher Professional ◽  
Teachers Professional Development ◽  
Research Demands

En la mayoría de los estudios publicados en el área de educación, la IA (Investigación-Acción) con docentes aparece romantizada presentándose como un método eficaz para que estos cambien sus prácticas de enseñanza. Desde una mirada crítica, el propósito de este artículo es realizar una reflexión metodológica, un análisis sobre cómo se ha construido el conocimiento en una experiencia de IA en donde se desarrollaron comunidades de aprendizaje docente en escuelas secundarias de Córdoba, Argentina. Esta reflexión metodológica analiza las tensiones que se generan entre las demandas de la investigación y las condiciones de trabajo, prácticas y creencias que atraviesan los docentes de las escuelas secundarias. El análisis de las tensiones nos permite comprender el potencial de la IA tanto para estudiar las intervenciones en las escuelas con la colaboración de los docentes, como para crear un modelo de formación de los docentes. Asimismo, los hallazgos de esta reflexión generan implicancias metodológicas para desarrollar IA en las escuelas. AbstractIn most papers published in the educational area, action research (AR) with teachers is romanticized as an efficient method to change teachers practices. From a critical stand point the purpose of this article is to conduct a methodological reflexion, an analysis on how teachers and researcher have constructed knowledge in an AR experience involving teacher professional communities in secondary schools located in Córdoba, Argentina. This methodological reflexion examines tensions that emerged among research demands and teachers believes, practices and working conditions in secondary schools. The tension’s analysis allowed us to understand the potential of AR to both, study school interventions in collaboration with teachers and as a model to teachers’ professional development. The findings of these reflexion generate methodological implicantions for the development of AR in schools. Recibido: 19 de diciembre de 2012Aceptado: 07 de agosto de 2013

scholarly journals The theoretical foundations of the regional training program for teachers’ professional development “Education in conflict”

2020 ◽  
Vol 75 ◽  
pp. 02005
Author(s):  
Iryna Trubavina ◽  
Liudmyla Tsybulko ◽  
Natalia Mohyliova ◽  
Volodymyr Ivanchuk
Keyword(s):  
Professional Development ◽  
Training Program ◽  
Practical Significance ◽  
Development Education ◽  
Right To Education ◽  
Professional Development Training ◽  
General Scientific ◽  
Teachers Professional Development ◽  
Theoretical Foundations ◽  
Different Levels

The article is devoted to the issue of developing professional skills of teachers working in a situation of a conflict. The purpose of the research is to substantiate the theoretical foundations of the course and to develop the content of a new training program for Ukrainian teachers’ professional development. The scientific novelty of the research lies in the content of the teachers’ professional development training program, which is grounded on a set of scientific approaches of different levels: philosophic, general scientific, specifically scientific, pedagogical approaches. The importance of children’s security assurance and warranty of their right to education in conflict is under our special consideration. The content of the program includes the following modules: 1) “Children’s problems caused by the armed conflict”; 2) “Education in conflict: the essence, standards (on the UNISEF and UNESCO information)”; 3) “Ways of implementation education in conflict in Ukraine”. The practical significance of the research lies in the multidisciplinary character of the regional training program “Education in conflict” and the recommendations to the methods of teaching it.

COLLABORATION BETWEEN PHYSICS AND CHEMISTRY TEACHERS AND EXPERT: A CONTRIBUTION TO TEACHERS’ PROFESSIONAL DEVELOPMENT

2017 ◽  
Author(s):  
Mónica Baptista ◽  
Keyword(s):  
Professional Development ◽  
Training Program ◽  
Collaborative Work ◽  
Chemistry Teachers ◽  
Theory To Practice ◽  
Teachers Professional Development ◽  
Plan Action

The aim of the research was to know the contribution of collaborative work between teachers and an expert for their professional development. The collaboration was promoted during a training program involving five steps: Plan, Action, Collect, Interpret and Reflect. This study involved six physics and chemistry teachers. Results show that the teachers felt that the collaborative work promoted learning related to the applicability of the theory to practice, with the formulation of inquiry tasks and their implementation in the classroom. Keywords: professional development, teachers’ collaboration, training program.

scholarly journals Professional development of teachers in the context of digitalization of education: from conceptual ideas to practice

2021 ◽  
pp. 5-15
Author(s):  
Nikolay V. Antonov ◽  
Olga A. Ivanova
Keyword(s):  
Professional Development ◽  
Formal Education ◽  
Educational Organization ◽  
Regional Features ◽  
Self Development ◽  
Professional Development Of Teachers ◽  
Teachers Professional Development ◽  
Almost All ◽  
Pedagogical Literature ◽  
Descriptive Method

The article presents the results of a study of the practice of teachers professional development in the context of digitalization of education carried out in order to identify the features of teachers professional development and the main conceptual ideas implemented in different countries. The article examines the practice of teachers professional development in other countries as well as in a number of Russian regions. The analysis of pedagogical literature and scientific articles was carried out using the method of apperception and the descriptive method. The use of apperception method allowed us to expand information about the existing professional development practices implemented in different countries and regions. The use of descriptive method in working with scientific literature made it possible to select articles based on keywords, descriptors. In this study, the following phrases were used as descriptors: professional development of teachers, concepts of professional development of teachers, advanced training of teachers, practice of professional development of teachers. As a result, practices of teachers professional development have been identified that have both similar conceptual ideas and some national or regional features. Two of the conceptual ideas reflected in almost all countries are particularly noteworthy: that of continuity and that of personalization of teachers professional development in the context of education digitalization. Implementation of these ideas makes it possible to ensure continuous professional development of a teacher taking into account his or her professional experience, expertise, professional competencies and interests, as well as the interests and demands of the educational organization in which he or she works. The implementation of these ideas is carried out through integration of formal and non-formal education, as well as through self-education and self-development of teachers in the context of education digitalization.

scholarly journals Principals’ Role in Promoting Teachers’ Professional Development and Learners’ Performance In Secondary Schools in Murang’a and Kirinyaga Counties, Kenya

2019 ◽  
Vol 7 (4) ◽  
pp. 35
Author(s):  
Irungu Cecilia Mwihaki ◽  
Kagema Josphat N ◽  
Gachahi Michael Wambugu
Keyword(s):  
Professional Development ◽  
Secondary Schools ◽  
Ministry Of Education ◽  
Knowledge And Skills ◽  
Validated Questionnaires ◽  
National Examinations ◽  
Overall Performance ◽  
Practice Knowledge ◽  
Level Of Significance ◽  
Teachers Professional Development

Students’ overall performance in country wide national examinations in Kenya has recorded below mean achievement as attested by Kenya Certificate of Secondary Education (KCSE) results. The number of students scoring grade D+ and below has consistently remained high compared with those attaining grade C+ and above which is the country’s minimum university entry. Concerns have been raised regarding this trend in students’ achievement. This study examined the performance of the principals’ role in promoting teachers’ professional development and learners’ performance in Kirinyaga and Murang’a counties, Kenya. The study involved a sample of 205 principals and 367 teachers selected from secondary schools in the two counties. Researchers used validated questionnaires and interview schedules to collect data from teachers and principals and analysed data using descriptive and inferential statistics. The hypothesis was tested at p>0.5 level of significance using Pearson Product Moment Correlation. The study established that there was no statistically significant relationship between principals’ role in promoting teachers’ professional development and learners’ performance. The study recommended that principals should ensure that teachers put into practice knowledge and skills learnt during in-service courses so that students benefit from the investment. The Ministry of Education should also take keen interest in how in-service courses are conducted.

scholarly journals Construction of an Individual Educational Trajectory as a Way to Reveal the Personal and Professional Potential of a Future Teacher

2020 ◽  
Vol 9 (7) ◽  
pp. 73
Author(s):  
Anna I. Klieba ◽  
Yuliia O. Bludova ◽  
Nataliia A. Galushko ◽  
Olena H. Pavlova ◽  
Nataliia V. Pylypenko
Keyword(s):  
Professional Development ◽  
School Context ◽  
Continuing Professional Development ◽  
Future Teacher ◽  
Induction Programs ◽  
Personal Support ◽  
Academic Paper ◽  
Teachers Professional Development ◽  
Almost All ◽  
Teachers Training

The construction of an individual educational trajectory changes due to a change in approaches to the personal and professional potential of the future teacher. Provided that the acquisition of professional skills by a teacher has not required constant training throughout life, then the modern environment requires a systematic updating of skills and advanced training. In fact, approaches to training and the role of the teacher in the educational environment are changing. Based on an integrative literature review, the trends of individual educational tools for the development of the personal and professional potential of a future teacher within EU have been investigated. The academic paper has revealed significant differences regarding the disclosure of personal and professional potential of future teachers within EU. Differences include: teachers’ training, the establishment of additional requirements for teachers in addition to curricula, regulating teachers’ mobility, professional and personal support, continuing professional development. The article has stated that induction and mentoring for new teachers is widespread within EU and legally established in most European countries. The investigation attests to the fact that induction may play a key role in supporting teachers’ professional development. Induction programs combine elements of mentoring, training, peer review, and scheduled meetings with school principals and colleagues to provide personal, social, and professional support. Induction activity is connected with increased self-efficacy and job satisfaction. Mentoring programs are designed taking into consideration the school context. Pupils’ knowledge, classroom pedagogy, assessment of pupils and harmonization of curriculum standards differ significantly between primary and secondary schools. Supporting measures to promote teachers’ participation have been developed in almost all EU countries.

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