scholarly journals Teacher trainers’ self-reflection and self-evaluation

2018 ◽  
Vol 8 (2) ◽  
pp. 9-23
Author(s):  
Ida Zagyváné Szűcs
Keyword(s):  
Professional Development ◽  
Content Analysis ◽  
Teacher Training ◽  
Qualitative Content Analysis ◽  
Self Reflection ◽  
Self Evaluation ◽  
Step Model ◽  
Teacher Trainers ◽  
Self Regulatory Learning ◽  
General Step

Abstract Introduction: A group of researchers have worked out the Teacher Trainers’ Professional Competences in Hungary. The aim of the research was to explore whether there are any differences among certain groups of teacher trainers concerning their self-reflection, self-evaluation and commitment to ongoing professional development. Methods: Structured interviews were carried out with a sample of 6 teacher trainers whose selection was based on two principles - those who are considered to be teacher trainers in Hungary and those who are available in one of the most important teacher training centres in Hungary - Eszterházy Károly University. The data analysis was done with the General Step-by Step Model of Qualitative Content Analysis supported by MAXQDA 12 software programme. Results: Self-reflection and self-evaluation are the most important factors in teacher trainers’ professional development. Existing standards and criteria to which they compare their achievements play an orienteering role in these two processes, as well as in their self-regulatory learning. However, the levels, the types and the methods of self-reflection can differ depending on what field of teacher training they are involved in and when they were trained as teachers. Discussion: The results of the study promote deeper understanding of teacher trainers’ professional competences regarding their commitment to professional development. It has been clearly stated for which group of teacher trainers scientific research as the highest level of reflection can be a basic requirement, and for which group it should be an expected learning outcome in the future. As research-based teacher training is being introduced in Hungary, parallel to it, all groups of teacher trainers will gradually be expected to carry out scientific research to accomplish the highest level of reflection. Limitations: The sample size does not cover the whole scope of teacher trainers, as instructors teaching specific disciplines were not interviewed, and the research was done in qualitative design, therefore the results cannot be generalized. A future research of quantitative design should cover more teacher trainers from other universities and regions. Conclusions: The general step by step model of qualitative content analysis has provided a detailed picture of the driver of the teacher trainers’ professional development. The evidence of the acceptance of the position of a role model for their instructed, mentored or supported student teachers, teacher assistants and teachers has been given by this research. The need for research-based teacher training in Hungary has been confirmed. Further research should be carried out focusing on teaching strategies, methods and good practices where self-reflection and self-evaluation play a crucial role in enhancing self-regulatory learning

scholarly journals Defining Learning Communities in Undergraduate Medical Education: A National Study

2019 ◽  
Vol 6 ◽  
pp. 238212051982791 ◽  
Author(s):  
Robert Shochet ◽  
Amy Fleming ◽  
James Wagner ◽  
Jorie Colbert-Getz ◽  
Monica Bhutiani ◽  
...  
Keyword(s):  
Professional Development ◽  
Content Analysis ◽  
Medical School ◽  
Learning Communities ◽  
Online Survey ◽  
Qualitative Content Analysis ◽  
National Study ◽  
Program Description ◽  
Survey Responses ◽  
Longitudinal Relationships

Background: Learning communities (LCs) are intentionally designed groups that are actively engaged in learning with and from each other. While gaining prominence in US medical schools, LCs show significant variability in their characteristics across institutions, creating uncertainty about how best to measure their effects. Objective: The aim of this study is to describe the characteristics of medical school LCs by primary purpose, structures, and processes and lay the groundwork for future outcome studies and benchmarking for best practices. Methods: Medical school LC directors from programs affiliated with the Learning Communities Institute (LCI) were sent an online survey of program demographics and activities, and asked to upload a program description or summary of the LC’s purpose, goals, and how it functions. Descriptive statistics were computed for survey responses and a qualitative content analysis was performed on program descriptions by 3 authors to identify and categorize emergent themes. Results: Of 28 medical school LCs surveyed, 96% (27) responded, and 25 (89%) provided program descriptions for qualitative content analysis. All programs reported longitudinal relationships between students and faculty. Most frequently cited objectives were advising or mentoring (100%), professional development (96%), courses (96%), social activities (85%), and wellness (82%). Primary purpose themes were supporting students’ professional development, fostering a sense of community, and creating a sense of wholeness. Structures included a community framework, subdivisions into smaller units, and governance by faculty and students. Process themes included longitudinal relationships, integrating faculty roles, and connecting students across class years. Conclusions: Medical school LCs represent a collection of high-impact educational practices characterized by community and small-group structures, relational continuity, and collaborative learning as a means to guide and holistically support students in their learning and development as physicians. In describing 27 medical school LCs, this study proposes a unifying framework to facilitate future educational outcomes studies across institutions.

scholarly journals ISSUES AMONG NOVICE TEACHERS IN MALAYSIA

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Sofiah Zakaria ◽  
Khaliza Saidin ◽  
Rozi Mohamad
Keyword(s):  
Professional Development ◽  
Content Analysis ◽  
Novice Teachers ◽  
Qualitative Content Analysis ◽  
Journal Articles ◽  
Teaching Career ◽  
Behaviour Management ◽  
Motivational Support ◽  
Critical Attention ◽  
The Subject

Issues and problems faced by novice teachers have long been questions of great interest in the field of education and are still receiveing considerable critical attention amongst players in the field. Hence, this study seeks to explore the issues and problems faced by novice teachers. Qualitative content analysis was used to examine 13 local journal articles written on the subject of novice teachers from 2006 to 2015. Data were then grouped into themes  to identify issues and problems faced by novice teachers. Findings of this study showed that issues faced by novice teachers include issues related to efficacy, classroom and student behaviour management, professional development, competency, commitment, stress, and support among novice teachers. Based on the findings, more studies on mentoring aspect should be carried out to assist novice teachers to start off their teaching career and provide them with necessary emotional and motivational support to improve their teaching in schools.

scholarly journals Prospects of Creating the Reflective Teacher for Continuing Professional Development (CPD)

2021 ◽  
Vol 2 (2) ◽  
pp. 282-292
Author(s):  
Yousra Ali Aghanimi ◽  
Fawzia Mohamed Elwafi ◽  
Fahima Mohamed Bannur
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Vital Role ◽  
Basic Requirement ◽  
Core Element ◽  
Self Reflection ◽  
Self Evaluation ◽  
Teacher Training Programs ◽  
Overall Evaluation ◽  
Missing Element

Teacher self-evaluation is an important dimension in the overall evaluation activities in educational programs. However, this dimension is often overlooked and not given its right share of importance. Teacher self-evaluation is neither included in teacher training programs nor is considered a basic requirement from teachers as they develop in their careers. The significance and value of teacher self-evaluation as a core element in continuing professional development requires that self-evaluation proceed all other forms of evaluation. To support the claim that teacher self-evaluation is a missing element in the area of investigation, the researchers conducted a study which adopted a survey that involved eleven schools and 86 Libyan teachers. The results of the study showed that while many teachers perform some sort of self-reflection about their teaching, they do not recognize self-evaluation as a basic requirement in developing their career. When the effectiveness of teacher self-evaluation was probed in contrast to external evaluation, most teachers agreed that teacher self-evaluation could play a far more vital role in continuing professional development.

scholarly journals Nurses’ Perceptions of the Factors Contributing to the Development of the Love of the Profession: A Qualitative Content Analysis

2021 ◽  
Vol 11 (3) ◽  
pp. 702-713
Author(s):  
Mohsen Adib-Hajbaghery ◽  
Shahnaz Bolandian-Bafghi ◽  
Mitra Zandi
Keyword(s):  
Content Analysis ◽  
Nursing Students ◽  
Public Perception ◽  
Qualitative Content Analysis ◽  
Analysis Approach ◽  
Structured Interviews ◽  
Self Evaluation ◽  
Wide Range ◽  
Conventional Content Analysis ◽  
Nurses Perceptions

As a professional value, the love of the profession can significantly affect nurses’ professional practice, behaviors and commitment. Many different factors can affect the love of the profession. The exploration of nurses’ experiences of these factors can provide valuable data for development of the love of the profession. The aim of this study was to explore nurses’ perceptions of the factors contributing to the development of the love of the profession. This qualitative study was conducted in 2020–2021 using the conventional content analysis approach. The participants were thirteen nurses with different organizational positions purposively recruited from different settings in Iran. The data were collected via semi-structured interviews, and were analyzed via the conventional content analysis approach proposed by Graneheim and Lundman. The factors contributing to the development of the love of the profession were categorized into four main categories, namely the public perception of the profession (with three subcategories), educational variables (with two subcategories), the characteristics of the profession (with four subcategories), and nurses’ self-evaluation (with three subcategories). The love of the profession is affected by a wide range of personal, educational, professional and social factors. The manipulation of these factors would help to develop nurses’ and nursing students’ love of the profession, and encourage people to choose nursing as a career.

scholarly journals Using Habits of Mind, Intelligent Behaviors, and Educational Theories to Create a Conceptual Framework for Developing Effective Teaching Dispositions

2017 ◽  
Vol 70 (2) ◽  
pp. 169-183 ◽  
Author(s):  
Servet Altan ◽  
Jennie F. Lane ◽  
Erskine Dottin
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Content Analysis ◽  
Qualitative Content Analysis ◽  
Learning Theories ◽  
Habits Of Mind ◽  
Common Denominator ◽  
Educational Theories ◽  
Current Article ◽  
The Common

Despite the heated debates about dispositions in teacher education, most accrediting agencies continue to put dispositions among their priorities. The authors of the current article concur with the value of using Dewey to understand how habits can be clustered to better understand intelligent teaching dispositions. But, can we extend Dewey’s epistemology to learning theories in a manner that informs the making of teaching conduct more intelligent? To address this question, the authors applied qualitative content analysis to review the literature. Through a deductive approach, dispositions as Habits of Mind were related to educational theories using intelligent behaviors as the common denominator. The conclusion is that dispositions can be clustered around Habits of Mind that are related directly to educational learning theories vis-à-vis thoughtfulness, and to learning theories that support learning or mindfulness. Grounding dispositions as habits of mind in selected educational theories may guide and support the professional development of teaching dispositions.

scholarly journals Application of self-reflection in education of pre-service teachers

2016 ◽  
Vol 4 (2) ◽  
pp. 19-23
Author(s):  
Barbora Popovičová
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
Teaching Practice ◽  
Teaching Tool ◽  
Essential Factor ◽  
Future Teachers ◽  
Self Reflection ◽  
Teachers Professional Development ◽  
Training Programmes ◽  
Looking Back

Reflection, especially, self-reflection is in education considered as thinking about one’s own acting and looking back to one’s own performance. It is an essential factor in teachers’ professional development. However, self-reflection may be used also when preparing future teachers. It is beneficial for pre-service teachers to see their own teaching and to reflect on it. One of the ways how to use self-reflection as a teaching tool in teacher training programmes is videotaping of microteaching. Videotaping may reveal not only the mistakes but also inadvertent gestures, movements or frequently used words. The students of teaching training programmes at University of Prešov use videotaping of their microteaching and their reactions are rather positive. Majority of them commented that watching themselves in action is helpful and useful for their improvement in teaching practice.

A Qualitative Content Analysis of Gender Transitions in the Workplace

2012 ◽  
Author(s):  
Melanie E. Brewster ◽  
Esther N. Tebbe ◽  
Brandon L. Velez
Keyword(s):  
Content Analysis ◽  
Qualitative Content Analysis
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