scholarly journals Generational Diversity among Teachers in the Workplace: Implications for Teacher Relationships, Identity and Development

2021 ◽  
Vol 13 (2) ◽  
pp. 59-80
Author(s):  
Mónica Vallejo Ruiz ◽  
Mª Begoña Alfageme González ◽  
José Miguel Niezto Cano ◽  
Ana Torres Soto ◽  
Antonio Portela Pruaño ◽  
...  
Keyword(s):  
Professional Development ◽  
Teacher Learning ◽  
Value Added ◽  
Teaching Staff ◽  
Intergenerational Learning ◽  
Educational Organizations ◽  
Collaborative Relationships ◽  
Generational Diversity ◽  
Teacher Relationships ◽  
The Impact

Abstract Objective: This contribution aims to introduce a conceptual framework on generational diversity of teachers in order to analyze and understand its influence on the processes and results of professional interaction in schools. Methodology: In this conceptual piece, first, the relevance of generational diversity among teachers in their workplace is examined and justified, emphasizing the increasing aging of teaching staff. Next, generational diversity is explored by analyzing the concept of generation and the attributes used to distinguishing generations (particularly, age). Furthermore, evidence is considered regarding the impact on the construction of teacher relationships, paying particular attention to the context of collaborative relationships between teachers belonging to different generations and its effects on teacher learning and identity. Findings: Conclusions are drawn as to the potentialities of intergenerational learning. Value added: Despite representing a clear challenge for the educational organizations, generational diversity and intergenerational collaboration among teachers and school leaders have been scarcely studied so far. Recommendations: Conclusions are drawn as to the potentialities of intergenerational learning and implications for professional induction and collegial professional development are presented as well.

scholarly journals Teacher Learning Community and EFL Teacher Professional Development

2021 ◽  
pp. 54-58
Author(s):  
Hongmei Han ◽  
◽  
Jinghua Wang
Keyword(s):  
Professional Development ◽  
Learning Community ◽  
Teacher Learning ◽  
Academic Writing ◽  
Teaching Practice ◽  
Research Activities ◽  
Efl Teachers ◽  
Teachers Professional Development ◽  
The Impact ◽  
Teacher Learning Community

This study explores the impact of teacher learning community on EFL teachers’ professional development. The participants are 17 EFL teachers from Hebei University in China. A year-long study was conducted on these teachers' group leaning activities through participatory observation and in-depth interviews. The preliminary results are as follows: 1) Generally speaking, through conversation, interaction and online peer evaluation in learning community, participant teachers have improved professionally in terms of critical thinking, academic writing, reflective thinking and research awareness; 2) In learning activities of the community, the experienced teachers focused more on the construction of knowledge regarding research methodology, through interaction with others and participation in teaching-based research activities, to reconstruct their knowledge about teaching and research; while the novice teachers placed more emphasis on the reconstruction of knowledge regarding pedagogical theories and the way these theories are applied in teaching practice, through social interaction with other teachers.

Accounting and analysis of human resources in education using 1C:Register of personnel

2021 ◽  
pp. 41-48
Author(s):  
A. V. Kurlov ◽  
S. V. Vinogradova
Keyword(s):  
Professional Development ◽  
Human Resources ◽  
Human Resources Management ◽  
Teaching Staff ◽  
Information Tools ◽  
Software Product ◽  
Development Trajectory ◽  
Development Of Competencies ◽  
The Impact ◽  
Operational Data

The article describes the impact of the introduction of digital technologies on changes in the training of teaching staff, as well as the ability to manage the professional development trajectory of teaching staff through obtaining operational data on their competence profile using the software product 1C:Register of personnel. The basic requirements for the functionality and capabilities of automated information systems, with the help of which human resources management should be carried out, are analyzed and systematized. The results of using the software product, including the example of the implemented project in the executive authorities, in the framework of which the curator of the project was the 1С company, and the developer of the project was the Omega company, are given. The practical results of the implementation of the software product are reflected, related to the objectivity and reliability of data on the staff, with data on the amount of remuneration of employees of government bodies, sectoral departments and their subordinate institutions. The features of the functioning of information tools presented in the article allow you to manage access to the personnel management system, increase the productivity of personnel services and reduce the costs of organizing their work. It also becomes possible to manage the talent pool based on objective data on the development of competencies and updating the professional development trajectory of employees.

scholarly journals The impact of Lesson Study professional development on the quality of teacher learning

2019 ◽  
Vol 81 ◽  
pp. 61-73 ◽  
Author(s):  
Jan D. Vermunt ◽  
Maria Vrikki ◽  
Nicolette van Halem ◽  
Paul Warwick ◽  
Neil Mercer
Keyword(s):  
Professional Development ◽  
Teacher Learning ◽  
Lesson Study ◽  
The Impact

scholarly journals The system of professional development and assessment of the competencies of university teaching staff to ensure quality education in the interests of sustainable development of society: a case study of Russia

2021 ◽  
Vol 296 ◽  
pp. 08011
Author(s):  
Elena Razinkina ◽  
Olga Kalinina ◽  
Elena Zima
Keyword(s):  
Professional Development ◽  
Sustainable Development ◽  
Educational Process ◽  
Quality Education ◽  
University Teaching ◽  
Comprehensive System ◽  
Teaching Staff ◽  
Educational Organizations ◽  
Peter The Great

This article substantiates the need to form a comprehensive system of professional development and assessment of teachers’ competencies in order to ensure quality education in the interests of sustainable development of society. The main goals and objectives are formulated and the methodological tools developed by the authors for the formation of this system are described. The features of the implementation of the system in the practice of conducting the educational process at Peter the Great St. Petersburg Polytechnic University (St. Petersburg, Russia) are revealed. The risks are identified and recommendations for their minimization are given for other educational organizations of higher education that implement a comprehensive system of professional development and assessment of the competencies of teachers using digital services.

scholarly journals IMPROVEMENT OF THE SYSTEM OF MANAGEMENT OF PROFESSIONAL DEVELOPMENT OF PERSONNEL: THE CASE OF UKRAINE

2020 ◽  
Vol 6 (4) ◽  
pp. 103-109
Author(s):  
Serhii Makarenko ◽  
Nataliia Oliinyk ◽  
Yana Oleksenko
Keyword(s):  
Professional Development ◽  
Performance Appraisal ◽  
Work Experience ◽  
Methodological Approach ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Management Activity ◽  
Labor Resources ◽  
The Impact ◽  
Integral Indicator

Theoretical and methodical aspects of rating performance appraisal of scientific and pedagogical workers of educational institutions are object of research. The purpose of the article is to study the factors of influence and provide recommendations for improving the system of management of professional development of personnel of educational institutions. The results are obtained through the use of methods: expert method is used to identify the impact of qualitative and quantitative indicators on the efficiency of use of labor resources; economic and mathematical method is performed to determine the integral indicator of the assessment of the efficiency of the use of labor resources; abstract-logical method is executed for theoretical gen-eralization and formulation of conclusions. It has been revealed that the lack of a sound methodological approach to employee rating and appropriate means of motivation for professional development can lead to the loss of existing intellectual potential and competitive positions of educational institutions in the market of educational services in general. It has been found that in order to introduce an effective model of personnel management in educational institutions, it is very important to provide the main criteria for evaluating its effectiveness at the stage of formation. It was found that special attention should be paid to development of substantiated scientific and methodological approaches to the assessment of pro-fessional qualifications level of employees in the testing group and in the dynamics, determining the limit load and development model of a motivation model for professional development. When assessing the level of professional qualification of teaching staff, it is proposed to take into account not only their own property to scientific and pedagogical industry, but also the results of their pupils’ work. In determining the integral indicator of the assessment of the efficiency of the use of labor resources, the method of taxonomic analysis was used with additional consideration of the specific weight of influence of each factor on an integral indicator. It is substantiated that the definition of the boundary load will not only establish an effective bonus system, but also increase the level of job satisfaction among subordinates. The mechanism of determining the coefficient of competence of experts involved in the evaluation of staff, taking into account their work experience, the scale of management activity, and the level of education, deserves further study.

Does Research-Based Professional Development Make a Difference? A Longitudinal Investigation of Teacher Learning in Technology Integration

2009 ◽  
Vol 111 (5) ◽  
pp. 1195-1241 ◽  
Author(s):  
Chrystalla Mouza
Keyword(s):  
Professional Development ◽  
Teacher Learning ◽  
Professional Growth ◽  
Development Program ◽  
Multiple Sources ◽  
Design Data ◽  
The Impact ◽  
Over Time ◽  
Continual Learning

Background/Context Although there is a growing body of literature on the characteristics of effective professional development, there is little direct evidence on the extent to which these characteristics influence teacher learning and practice. In particular, few studies exist to date that demonstrate the impact of technology-focused professional development on teacher learning and practice. Even fewer studies have examined teacher learning for more than a year to understand the sustainability and growth of professional development gains. Purpose The purpose of this study is to examine the long-term impact of research-based professional development on teacher learning and practice with respect to technology. Analysis is based on data collected from 7 urban teachers 2 years after their participation in a yearlong, technology-focused professional development program. Follow-up data are compared with data collected by the author during the teachers’ participation in professional development to (1) investigate the sustainability and growth of teachers’ learning, (2) identify the conditions that facilitated or hindered teachers’ capacity to further develop their thinking, knowledge, and practice with regard to technology, and (3) map the trajectory of teachers’ learning over a 3-year period. Research Design The study employed a qualitative multiple case study design. Data were collected from multiple sources that included teacher interviews, surveys, classroom observations, and collection of artifacts. Two outcomes were defined as critical measures of long-term learning: sustainability and growth. Findings/Results Results indicated that participation in research-based professional development fostered sustained changes in teachers’ educational technology knowledge, ability to design and implement technology-supported experiences for students, and beliefs toward teaching and learning with technology. In two cases, these changes became the basis for continual learning and led to ongoing professional growth. Further, findings revealed three factors that influenced teacher learning over time: (1) student characteristics, (2) access to resources, and (3) social support and opportunities for collaboration with peers. Conclusions/Recommendations Findings of the study suggest that participation in professional development that is grounded in the currently accepted best practices can impact teacher learning and practice. They also offer insights into the process by which teachers modify their knowledge, practices, and beliefs and the conditions that influence learning over time. Further, they provide new lenses for analyzing teacher learning that suggest looking more closely into the interactive relationship between practices and beliefs, as well as the ways in which classroom experience influences continual learning and change.

scholarly journals Professional Development of College Members in Sudanese Universities (University of Bahri as a Model)

2021 ◽  
pp. 11-22
Author(s):  
Abubaker Osman Mohammed Jaber
Keyword(s):  
Professional Development ◽  
College Of Education ◽  
Teaching Staff ◽  
Staff Members ◽  
Practice Teaching ◽  
Scientific Principles ◽  
The University ◽  
The Impact

This study aims to shed light on the professional development of the teaching staff members in the Sudanese universities, and the experience of the University of Bahri as a model which is renewable and in line with the spirit and requirements of the modern age as well as the quality of its teaching staff. The Researcher applied the analytical descriptive method and defined the study tool in accordance with the objectives, questions, and methodology of the study, where the researcher chose the closed open questionnaire to collect information from the teaching staff members in the University of Bahri who studied the professional diploma amounting to (60). The diploma was provided by the College of Education in the framework of the professional development of the university’s teaching staff members. The most important findings of the study were that: most of the students after the completion of the professional diploma study are able to practice teaching skills with high professionalism, integrate technology in higher education, apply the scientific principles in designing and developing University curricula, use of modern teaching strategies in teaching undergraduate courses. In the light of these findings, the researcher presented important recommendations and complementary to this aspect, such as the follow-up of the teaching staff performance of those who had completed the professional diploma after returning to their colleges and the impact of that on student academic achievement.

The Tickit to Teacher Learning: Designing Professional Development According to Situative Principles

2005 ◽  
Vol 32 (4) ◽  
pp. 329-340 ◽  
Author(s):  
John B. Keller ◽  
Curtis J. Bonk ◽  
Khe Hew
Keyword(s):  
Professional Development ◽  
Technology Integration ◽  
Teacher Learning ◽  
Development Program ◽  
Integration Of Technology ◽  
Change In Teacher Practice ◽  
Teacher Institute ◽  
Situated Perspective ◽  
The Impact ◽  
Levels Of Technology Integration

Professional development that leads to change in teacher practice is hard to find, especially professional development focused on technology integration. The Teacher Institute for Curriculum Knowledge about the Integration of Technology (TICKIT) successfully answers both challenges. This article reports on a study aimed at understanding the impact of one professional development program on self-reported levels of technology integration. We then frame the success of the design and the positive associations of the TICKIT experiences with increased levels of technology integration against the situated perspective on learning. The situated perspective and its instantiation in the teacher institute provide insight about why the program was effective. We propose that the active ingredient in the model is the intentional design of the program around the tenets of the situated perspective.

The Impact of Professional Development on Teacher Learning, Practice and Leadership Skills: A Study on the Integration of Technology in the Teaching of Writing

2007 ◽  
Vol 37 (3) ◽  
pp. 229-266 ◽  
Author(s):  
Patricia Scott ◽  
Chrystalla Mouza
Keyword(s):  
Professional Development ◽  
Teacher Learning ◽  
Positive Impact ◽  
Leadership Skills ◽  
Development Program ◽  
The United States ◽  
Professional Development Program ◽  
Specific Content ◽  
The Impact ◽  
Teaching Of Writing

This study reports on the design, implementation, and outcomes of a research-based professional development program aimed at helping teachers integrate technology in the teaching of writing. The program was funded by the National Writing Project (NWP), a pioneer professional development model for teachers of writing across the United States. Specifically, the study investigates the ways in which key features of the professional development program influenced teacher knowledge, practices, beliefs, and leadership skills with regard to the role of technology in the teaching of writing. Findings of the study indicated that the program had a positive impact on four aspects of teacher learning: (a) acquisition of new knowledge, (b) application of technology into the teaching of writing, (c) beliefs toward using technology in writing, and (d) opportunities for exercising leadership roles. Findings from this work have important implications for professional development designers, as well as school and district personnel directly involved in the design and implementation of technology professional development programs for teachers that target specific content areas.

scholarly journals A decade of TeachMeet: an Interpretive Phenomenological Analysis of participants’ tales of impact

2020 ◽  
Author(s):  
Mags Amond ◽  
Keith Johnston ◽  
Richard Millwood ◽  
Ewan McIntosh
Keyword(s):  
Professional Development ◽  
Informal Learning ◽  
Lived Experience ◽  
Teacher Learning ◽  
Phenomenological Analysis ◽  
Interpretive Phenomenological Analysis ◽  
Professional Lives ◽  
Teaching Community ◽  
The Impact

TeachMeet is an emerging informal professional development event organised by teachers for teachers, commonly described as an unconference. It is a volunteer-led global phenomenon without any established hierarchy.   To celebrate the first ten years of TeachMeet, the  founders announced an open call for particpants to submit, online, their stories of impact. The resulting submissions were subjected to an Interpretive Phenomenological Analysis (IPA) capitalizing on the ‘double hermeneutic’ lens of the experience of researchers whose positionality is that of informed insiders. Findings reveal the categories in which the lived experience reported by participants shows the impact of TeachMeet: ranging from appreciative description of the event they attended to reflective confessions of life-enhancing transformation in their personal and professional lives, their classrooms and the wider teaching community. These finding are examined in the light of how they align with several models of evaluation of teacher learning (Guskey 1998, Kennedy 2005, Kirkpatrick 2006, Desimone 2011, Wenger, Trayner and deLatt 2011), and what they indicate about where evolving TeachMeet communities and networks may be situated in an informal learning landscape.

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