scholarly journals The role of continuous professional development of teachers in educational change: A literature review

2016 ◽  
Vol 1 (1) ◽  
pp. 36-43
Author(s):  
Serkan Ucan
Keyword(s):  
Professional Development ◽  
Literature Review ◽  
Educational Change ◽  
Continuous Professional Development ◽  
Professional Development Of Teachers

Information Superhighway and Continuous Professional Development for the Networked Teachers

2018 ◽  
pp. 1761-1776
Author(s):  
Asli Lidice Gokturk Saglam
Keyword(s):  
Professional Development ◽  
Communities Of Practice ◽  
Online Communities ◽  
Continuous Professional Development ◽  
Learning Networks ◽  
Personal Learning ◽  
Impact Of Technology ◽  
Online Communities Of Practice ◽  
The Impact

This chapter focuses on the impact of technology on teacher training through online communities of practice (CoP) and investigates its potential for facilitating continuous professional development for the educators who can create personal learning networks on the web. Wenger's Community of Practice Theory (1998) and Garrison et al.'s (2000) Community of Inquiry (CoI) are explored as underlying theories of CoP. Furthermore, examples of online communities of practice will be briefly enlisted. The chapter will provide brief information how online learning is operationalized within the confines of CoP. The chapter will also discuss role of online communities of practice for teachers' continuous professional development with reference to current literature, explore challenges and focus on suggestions and avenues for further research.

scholarly journals A Two-prong Approach for Enhancing Teaching and Learning for 21st Century skills Development in Oyo State, Nigeria

2020 ◽  
Vol 2 (1) ◽  
Keyword(s):  
Professional Development ◽  
Secondary Schools ◽  
21St Century ◽  
Teaching And Learning ◽  
Formal Education ◽  
Survey Design ◽  
Instructional Delivery ◽  
Continuous Professional Development ◽  
Professional Development Of Teachers ◽  
The Impact

Formal Education in the 21st Century is focused on the development of learners’ skills and competencies essential to navigate the complexities and uncertainties of the age. Effective acquisition of these skills in the school is predicated on adequate provision of technological resources, adequate school infrastructure and continuous professional development of teachers for innovative instructional delivery. Therefore, this study was carried out to investigate the extent to which infrastructural provisions and continuous professional development of teachers in secondary schools in Nigeria support the development and acquisition of 21st Century teaching and learning skills. The study which adopted the impact of school infrastructure on learning by Barrett et al.as a conceptual framework, used descriptive survey design. Two self-constructed instruments were used to collect data from (20) selected secondary schools, (50) teachers and (200) students. Data were analysed using frequency count, percentage score, mean, and standard deviation. Findings showed that the schools visited lack infrastructural provisions, the teachers do not have the requisite skills and the students are not aware of any other means of learning different from the conventional styles offered by their teachers. Therefore, this study offered a two-prong approach of immediate provision of technological infrastructure for schools and the development of teachers’ professional skills through focused training targeted at enhancing their technological instructional delivery skills.

scholarly journals Corpus linguistics and continuous professional development: participants’ prior knowledge, motivations and appraisals / Linguística de corpus e formação profissional contínua: conhecimento prévio, motivações e avaliações dos participantes

2021 ◽  
Vol 29 (2) ◽  
pp. 1485
Author(s):  
Vander Viana ◽  
Lu Lu
Keyword(s):  
Professional Development ◽  
Prior Knowledge ◽  
Corpus Linguistics ◽  
Teaching Practice ◽  
Continuous Professional Development ◽  
Master's Programs ◽  
Language Teacher Education ◽  
Teaching And Research ◽  
Main Barrier

Abstract: Previous studies on the application of corpus linguistics (CL) to education have primarily examined language-related contexts where students are pursuing a formal degree (e.g. undergraduate and Master’s programs). Little do we know about the informal learning of CL especially by (but not limited to) academics/professionals who are not educated and/or do not work in language-oriented fields. The present study addresses these research gaps by examining the perspective of participants in a non-credit-bearing continuous professional development (CPD) project aimed at academics/professionals in a range of disciplines, who did not need to have any prior knowledge of CL. More specifically, we administered a questionnaire to 28 participants of a UK-based CPD project on CL with a view to researching four main aspects: (i) these participants’ CL background; (ii) their motivations to participate in this type of project; (iii) the advantages and barriers of employing CL in their teaching practice; and (iv) their appraisal of corpus analysis integration in their research practice. The results point out to the role of CPD projects in democratizing access to CL education both to language-oriented and non-language oriented academics/professionals and in potentially raising their interest in CL learning. Lack of knowledge is perceived to be the main barrier in embedding corpus approaches to teaching and research, thus reinforcing the relevance of developing formal and informal CL learning opportunities for academics/professionals in different fields.Keywords: corpus linguistics; continuous professional development; educational corpus integration; evaluation of corpus use in professional practices; corpus application to teaching and research; language teacher education; translator education; interdisciplinarity.Resumo: Estudos sobre a aplicação da linguística de corpus (LC) à educação examinaram uma série de contextos diferentes – principalmente aqueles em que os alunos recebem um diploma de colação de grau (por exemplo, cursos de graduação e mestrado). No entanto, pouco se sabe a respeito da aprendizagem informal da LC, especialmente por (mas não se limitando a) acadêmicos/profissionais que não tem uma formação educacional e/ou não trabalham em áreas relacionadas aos estudos da linguagem. A presente pesquisa preenche essas lacunas, examinando a perspectiva dos participantes de um projeto de formação profissional contínua destinado a acadêmicos/profissionais de várias disciplinas, que não precisavam ter conhecimento prévio de LC. Mais especificamente, administramos um questionário a 28 participantes de um projeto de formação profissional contínua na área de LC realizado no Reino Unido com o objetivo de pesquisar quatro aspectos principais: (i) a formação educacional em LC dos participantes; (ii) suas motivações para participar desse tipo de projeto; (iii) as vantagens e barreiras de empregar a LC em suas práticas pedagógicas; e (iv) suas avaliações sobre a integração da análise de corpus em suas práticas de pesquisa. Os resultados apontam para o papel dos projetos de formação profissional contínua na democratização do acesso à educação em LC para profissionais tanto da área de estudos da linguagem quanto de outras áreas e no potencial aumento do interesse desses profissionais na aprendizagem de LC. A falta de conhecimento é percebida como a principal barreira para a incorporação de abordagens de corpus para o ensino e a pesquisa, reforçando assim a relevância do desenvolvimento de oportunidades de aprendizagem formal e informal para acadêmicos/profissionais em diferentes áreas.Palavras-chave: línguística de corpus; formação profissional contínua; integração educacional de corpora; avaliação do uso de corpora em práticas profissionais; aplicação de corpora no ensino e na pesquisa; formação de professores de línguas; formação de tradutores; interdisciplinaridade. 

Role of Teachers' Union in Professional Development of Teachers in the Public Universities of Nepal

2021 ◽  
Vol 5 ◽  
pp. 1-13
Author(s):  
Basudev Khanal
Keyword(s):  
Professional Development ◽  
Global Education ◽  
Teaching And Learning ◽  
Public Universities ◽  
The Public ◽  
Teachers Union ◽  
Depth Interview ◽  
Professional Development Of Teachers ◽  
Role Of Teachers

This paper focuses on the role of teachers' union in the professional development of teacher in the public universities of Nepal. To date no worth mentioning impression about the activities of teachers’ union in the professional development of teachers has been observed. Hence, this paper explores the affirmative role of the union in the professional development of its members. In the course of this study, in-depth interview was carried out for the collection of the data and thematic analysis was done for analysis and interpretation. The participants in this research were five leaders from different teachers’ unions and two members as beneficiaries from the union. It has been found that the teachers’ union works as a platform for sharing knowledge and skills among the teachers, and it also makes the existing teachers as well as the newly appointed teachers aware of the recent development in the field of teaching and learning in the global education ambiance. Moreover, the use of different available networks facilitates in encouraging the academic actions that eventually supports in the professional enhancement of the teachers.

The Role of the School-Based Tutor in the Professional Development of Teachers

1981 ◽  
Vol 163 (2) ◽  
pp. 184-199
Author(s):  
Agnes McMahon
Keyword(s):  
Professional Development ◽  
Staff Development ◽  
Beginning Teachers ◽  
Teacher Induction ◽  
Support Staff ◽  
Initial Training ◽  
School Based ◽  
Pilot Scheme ◽  
Professional Development Of Teachers

This paper examines ways in which a teacher appointed as professional tutor can support staff development activities in a school. Three task areas are identified: support for students in initial training, induction programmes for beginning teachers, and in-service activities for experienced staff. Reference is made to the experience gained in the Teacher Induction Pilot Scheme Project concerning the tutor role. It is argued that a more productive way forward is to concentrate on the staff development tasks that a school has to undertake rather than on the question of who should carry them out. The James Report's suggestion that each school should have a professional tutor with responsibility for staff development will be the correct solution in some cases but not in all.

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