scholarly journals Teachers’ Professional Development on Media and Intercultural Education. Results from some participatory research in Europe

2019 ◽  
Vol 11 (1) ◽  
pp. 110-120
Author(s):  
Maria Ranieri ◽  
Andrea Nardi ◽  
Francesco Fabbro
Keyword(s):  
Professional Development ◽  
Public Schools ◽  
Digital Literacy ◽  
Intercultural Education ◽  
Intercultural Understanding ◽  
Action Research Project ◽  
The Media ◽  
Teachers Professional Development ◽  
University Of Florence ◽  
The University

Abstract Media and intercultural education are being increasingly recognised as a fundamental competence for teachers of the 21st century. Digital literacy and civic competence are facing several new challenges in response to the intensification of migratory phenomena and the unprecedented spread of fake news, especially among adolescents at risk of social exclusion, but teachers’ professional development is still far from coping with this emerging need. Intercultural understanding and a critical use of media among adolescents have now become primary goals for the promotion of active citizenship. This article intends to provide some recommendations on how to support teachers’ professional development in the field of media and intercultural education. To this purpose, it presents and discusses the results of an action-research project aimed at teachers’ improvement of teaching skills about the media in multicultural public schools. The results are part of a larger European project “Media Education for Equity and Tolerance” (MEET) (Erasmus Plus, KA3), an initiative promoted in 2016–2018 by the University of Florence (Italy).

scholarly journals Benchmarking of University teachers’ professional development: successful European, Chinese, and Russian practices

2021 ◽  
Vol 99 ◽  
pp. 01004
Author(s):  
Tatiana Tregubova
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teaching Practice ◽  
Effective Practices ◽  
Teaching Activities ◽  
University Teachers ◽  
European Universities ◽  
Teachers Professional Development ◽  
Higher Education Organizations ◽  
The University

In the context of socio-pedagogical transformations of higher education organizations, the modernization of the system of teachers’ professional development becomes an integral component of the reforms. Today university teachers have to be ready for continuous development and advanced training throughout their lives. Thus, the study of the problem of university teachers’ professional development in Russia and abroad is very relevant and timely as a response to the modern requirements of civil society for the personality of the teacher. The need for professional development among university teachers is closely related to his (her) desire for more successful indicators in teaching activities. To do this, it is necessary to fulfill several pedagogical conditions, including the teacher's own awareness of the need for professional development; the interest of the university administration and the availability of resources to organize an effective professional development system, etc. The purpose of the article is to show some successful practices of the teachers’ professional development in Russian, Chinese and European universities which the author observed while visiting those universities within the realization the project “Enhancing teaching practice in the universities of Russia and China”. The article presents the possibilities of benchmarking in higher education, in particular, the use of the benchmarking technology as a method of studying the effective practices of organizing the teachers’ professional development in a modern university.

scholarly journals Staff Development as an Imperative Avenue in Ensuring Quality: The Experience of Adama University

2012 ◽  
Vol 2012 ◽  
pp. 1-17
Author(s):  
Yilfashewa Seyoum
Keyword(s):  
Professional Development ◽  
Staff Development ◽  
Development Program ◽  
Relevant Information ◽  
University Education ◽  
Staff Members ◽  
Program Coordinators ◽  
Education Training ◽  
Teachers Professional Development ◽  
The University

All endeavors were devoted to investigate the views and feelings of stakeholders on the implementation of teachers’ professional development and its contribution to sustain academic programs quality at Adama University. A case study that constitutes qualitative and quantitative method was employed. In an attempt to achieve the objectives of the study, evidences were collected from students, staff members, professional development program coordinators, and management bodies. The data-collecting instruments for obtaining relevant information were questionnaires, interview, observation, and document analysis. The finding in relation to this study uncovers the fact that though continuous professional development has been perceived as the most useful avenue of teachers continuous and lifelong learning, for the most part, it is relegated to adhoc committees or interested group or institutional units in the system of university education/training. Moreover, the absence of PDP in the university organizational structure, clear mission and vision, defined and well-articulated policy, strategic plan, representatives in university senate meetings, adequate resources, well-identified and -preserved training facilities, and unit library were circumstances that in one way or another negatively affected the provision of effective professional development programs/trainings that may have adverse effect in the deliberation of quality education/training in Adama University.

scholarly journals Analysis of the Problems in Language Teachers’ Action Research

2017 ◽  
Vol 10 (11) ◽  
pp. 123 ◽  
Author(s):  
Ligang Han
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Teaching And Learning ◽  
English Language ◽  
Collaborative Action Research ◽  
Language Teachers ◽  
Action Research Project ◽  
English Language Teachers ◽  
Teachers Professional Development

In-service language teachers’ professional development is a crucial factor that influences the teaching and learning effectiveness. Educational action research is considered by many researchers and scholars as an effective way or approach for language teachers’ professional development. This article reports a case study of in-service English language teachers doing action research within a collaborative action research project. The focus of the case study is upon investigating the problems and difficulties that English language teachers encounter in doing action research and some solutions to the problems are provided. This research sheds light on the practice and application of educational action research.

District Policy Choices and Teacher’s Professional Development Opportunities

1989 ◽  
Vol 11 (2) ◽  
pp. 165-179
Author(s):  
Judith Warren Little
Keyword(s):  
Professional Development ◽  
Resource Allocation ◽  
Staff Development ◽  
Skill Acquisition ◽  
Professional Community ◽  
Development Activity ◽  
District Policy ◽  
Policy Choices ◽  
Teachers Professional Development ◽  
The University

A comprehensive inventory of formal staff development activity and costs in 30 California districts yields a portrait of locally organized opportunities for teachers and reveals the policy stance taken by districts toward teachers and their professional development. Present patterns of resource allocation consolidate the district’s role as the dominant provider of teachers’ professional development; other sources, including the university or the larger professional community of teachers, are less visible. Expenditures reflect a conception of professional development based almost exclusively in skill acquisition, furthered by a ready marketplace of programs with predetermined content and format; other routes to professional maturation are less evident.

scholarly journals Características del mentoring en un Programa de innovación educativa con profesorado universitario

2016 ◽  
Vol 1 (1) ◽  
pp. 521
Author(s):  
Nagore Guerra Bilbao ◽  
Clemente Lobato Fraile
Keyword(s):  
Professional Development ◽  
Basque Country ◽  
Comparative Method ◽  
Point Of View ◽  
Desarrollo Profesional ◽  
Innovación Educativa ◽  
Analyse Data ◽  
Teachers Professional Development ◽  
Level Of Experience ◽  
The University

ResumenEn el área de desarrollo profesional de los docentes de la Universidad, el mentoring se lleva a cabo por profesionales con un mayor nivel de experiencia y competencia. La investigación ha demostrado que el mentoring es una estrategia eficaz en el desarrollo profesional de otros colegas en la misma universidad. El siguiente artículo explora las características del mentoring ejecutado con aquellos profesores que participan en el Programa de Capacitación en  Metodologías Activas realizado en la Universidad del País Vasco. Desde un punto de vista cualitativo, el método comparativo constante se ha utilizado con el fin de analizar los datos. Los resultados destacan que los mentores han cumplido las expectativas de los participantes y han estado siempre a su disposición. Además, han ayudado a diseñar y poner en práctica la metodología activa que se utiliza. La comunicación y elfeed-back han sido claves para el éxito de todo el proceso de tutoría.Palabras Clave: Mentoring, Educación Superior, Profesorado Universitario, Desarrollo profesional, Formación continua. AbstractIn the area of professional development of teachers at the University, mentoring is carried out by those professionals with a higher level of experience and competence. Research has shown that mentoring is an effective strategy in the professional development of other colleagues at he same university. The following article explores the characteristics of the mentoring executed with those teachers participating in the Development of Active Methodology program held at the University of Basque Country. From a qualitative point of view, the Constant comparative method has been used in order to analyse data. Results highlight that mentors have met the expectations of participants and have been always at their disposal. In addition, they have helped to design and implement the active methodology being used. Communication and feedback has been a key to the success of the overall mentoring process.Keywords: Mentoring, Higher Education, University Teachers, Professional development, Lifelong Learning. 

scholarly journals Programmes design for teachers’ professional development as a way of organizational development for the human’s capital of the university

2021 ◽  
Vol 99 ◽  
pp. 01035
Author(s):  
Rimma Gilmeeva ◽  
Liutsiia Shibankova
Keyword(s):  
Professional Development ◽  
Organizational Development ◽  
Professional Education ◽  
Professional Growth ◽  
Quality Criteria ◽  
Educational Activity ◽  
Expert Assessment ◽  
Special Role ◽  
Teachers Professional Development ◽  
The University

The relevance of the article is caused due to the importance of teacher’s professionalism in achieving success of university’s educational activity, and quality of higher education which defines the need for teacher’s continuous professional growth in higher school according to the pedagogical career strategy. It is determined by teacher’s individual needs and abilities, as well as the inquiries of the university. The leading role in the complex of training materials for additional professional education belongs to additional programmes of teachers’ professional development. The purpose of the article is to design additional programmes for teachers’ professional development and to identify the criteria for their efficiency. Packages of modular-based programmes, stages for design of the program for teachers’ professional development, characteristics of modular-based educational programmes, groups of quality criteria for the additional program for teachers’ professional development and a matrix of an expert assessment of programmes for teachers’ professional development (online mode) within external expertise are presented in the article. The authors emphasize the special role of personnel’s potential in the system of additional professional education. The article is intended for scientists, teachers, experts of the system of additional professional education, post-graduate students and students.

Benchmarking of successful models of teacher’s professional development in conditions of international educational integration

2020 ◽  
Vol 89-90 (4-5) ◽  
pp. 172-184
Author(s):  
Tatiana Tregubova ◽  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
University Teachers ◽  
Russian Higher Education ◽  
Educational Integration ◽  
Professional Development Model ◽  
Teachers Professional Development ◽  
State Educational ◽  
Higher Education Organizations ◽  
The University

In the context of socio-pedagogical transformations of higher education organizations, modernization of the system of teachers’ professional development, which are now facing global challenges and requirements from new geopolitical conditions, becomes an integral component of their reform. All this causes the need for teachers to be ready for continuous development and advanced training throughout their lives. Thus, the study of the problem of university teachers’ professional development in Russia and abroad is very relevant and timely as a response to the modern requirements of civil society for the personality of the teachers and their activities in the conditions of international educational integration. The need for professional development among teachers is closely related to the desire for more successful indicators in pedagogical activities. To do this, it is necessary to fulfill several pedagogical conditions, including the teacher's own awareness of the need for professional development; the interest of the university administration and the availability of resources to organize a professional development system; having a goal and choosing a professional development model, etc. The purpose of the article is to show models of individualization of the teachers’ professional development abroad, which are aimed at improving the professional qualifications of university teachers, ensuring their adaptation and successful activity in a constantly changing educational society. Research results: 1. The article presents the possibilities of benchmarking in education, in particular, the use of a benchmarking project as a method of studying the successful experience of organizing the teachers’ professional development in a modern university. 2. Based on the analysis of the best practices of university teachers’ professional development, authors identify three main models of implementation of teachers’ professional development in higher education organizations. These models can serve as a guide for Russian higher education reformers in the context of state educational policy. The article concludes that effective European models of teachers’ professional development, identified by using the benchmarking technology, can be successfully implemented in Russian universities under certain conditions.

scholarly journals Teachers’ Professional Development on Digital and Media Literacy. Findings and recommendations from a European project

2017 ◽  
Vol 9 (2) ◽  
pp. 10-19
Author(s):  
Maria Ranieri ◽  
Isabella Bruni ◽  
Anne-Claire Orban de Xivry
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
Media Literacy ◽  
Digital Literacy ◽  
Future Research ◽  
European Project ◽  
Ex Post ◽  
Teacher Training Programs ◽  
Teachers Professional Development ◽  
European Training

Abstract Media and digital literacy are being increasingly recognized as a fundamental competence for teachers of 21st century, but teachers’ professional development is still far from coping with this emerging need. This paper aims at providing some recommendations for integrating media literacy into in-service teacher training programs. To this purpose, it will present the results of the experimentation carried out in three European training institutions within the framework of the European project e-MEL (e-Media Education Lab, 2014–17). The overall training process was monitored and evaluated ex-ante, ongoing and ex-post. This paper illustrates and discusses the main findings of the experimentation focusing on strengths and challenges for implementing a teacher training program on digital and media literacy. It concludes with some recommendations and more general reflections on future research directions.

scholarly journals The Impact of Action Research on the Professional Development of Foreign Language Teaching Educators

2015 ◽  
Vol 17 (2) ◽  
pp. 276
Author(s):  
Juan Carlos Guerra Sanchez ◽  
Zoraida Rodriquez Vasquez ◽  
Claudia Patricia Diaz Mosquera
Keyword(s):  
Professional Development ◽  
Public Schools ◽  
Action Research ◽  
Student Teachers ◽  
Educational Institutions ◽  
The Public ◽  
Multiple Case ◽  
Political Dimensions ◽  
The University ◽  
The Impact

<p>In this article we report the final results of a multiple case study that brought together the experiences and reflections of student teachers, cooperating teachers and advisors about action research and its effect on their professional development.  Through observations, interviews, focus groups, and research reports analyses, the researchers recognized the personal, professional, and political dimensions that guide participants’ teaching and research actions. Findings shed some light on issues such as collaboration and engagement to keep conversations that actually connect life in schools and life at the university, and to support continuous learning for teachers. The insights we gained evidenced that the teachers, students, and administrators in the teaching program and their colleagues in the public schools need to strengthen their links through proposals of experiential learning which promote joint efforts, symmetric relationships, and expertise co-construction; thus, enabling all participants to validate their process as individuals, as members of educational institutions, and as key actors in promoting and sustaining a better society.  </p>

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