scholarly journals Institutionalizing University-School Relations in Order to Strengthen the Role of Teaching Practices

2020 ◽  
Vol 3 (1) ◽  
pp. 36
Author(s):  
Ardian Tana ◽  
Florinda Tarusha
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
Work Experience ◽  
Teaching Practices ◽  
Teaching Practice ◽  
Professional Competence ◽  
Real Life ◽  
Initial Teacher Training ◽  
Identity Studies ◽  
Teacher Professional

The formation of future teachers' professional competence necessarily goes through the development of teaching practices, which are defined and valued as activities that create opportunities to gain experience related to the profession. Every initial professional forming views work experience in real-life situations as an integral element of competence development and professional identity. Studies carried out in recent years in Albania by various institutions: MAS, IZHA etc., have highlighted the great role that teaching practices play, by valuing them as one of the most important elements in the initial teacher training, but on the other hand, teaching practice, as an integral part of the initial teacher training program, representing an important period in a teacher's professional development, has faced issues such as: • Lack of a framework for the competences of the new teacher to enable the alignment of the initial teacher training curricula in different IALs;• The lack of a regulatory and supervisory document for the practice and its evaluation;• The mentoring system is present very little throughout this important process;• Lack of links between different stages of teacher professional development: initial training, professional practice / internship, and continuous professional development (IZHA, 2016; Haxhiymeri E., Mita N., 2015).This study aims to highlight the importance of institutionalizing university-school relations to enable the qualitative improvement of teaching practices, as well as to provide recommendations on how to achieve this relationship based on the opinions and suggestions of the specialists of this field. The study was conducted through the Delphi method by contacting scholars, practice supervisors, mentors, directors and specialists of the education department, middle school principals as well as university students. The findings of the study emphasize the necessity of institutionalizing university-school relations by crossing their present-day stage and provide concrete suggestions on how to regulate these relationships.

scholarly journals Teatro y educación: aportes del recurso teatral a la formación inicial del profesorado / Theater and Education. Contributions of the Theatrical Resource on Initial Teacher Training

2015 ◽  
Vol 2 (1) ◽  
Author(s):  
Ana Sedano Solís
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
Social Life ◽  
Initial Teacher Training ◽  
Desarrollo Profesional ◽  
The Social ◽  
Different Types ◽  
Teacher Professional ◽  
The Universe

ABSTRACT This research considers that the inclusion of theater in the initial teacher training represents a significant improvement of curriculum and teacher professional development. Several worldwide initiatives aimed to raise the quality of initial teacher training is one of the current reforms’ axes and agreement that improving educational system depends on the quality of their teachers. However, the current demands in education go beyond a set of measures or resources. Education requires a new professor, an integral and effective communicator, capable of handling different types of languages and dialogues with multiple intelligences. An innovative teacher, who is able to understand the cultural diversity of a society which constantly renews its knowledge of the universe and that has changed the social life and the nature of its spatialtemporal relationships. Using a multidisciplinary approach, it is intended to show that theatrical resource contributes significantly to the construction of a new teachers’ profile, by putting at his disposal communication tools (verbal and non-verbal) which allow him to enhance different aspects of his professional development: physical, cognitive and emotional. RESUMEN Esta investigación considera que la inclusión del teatro en la formación inicial del profesorado representa un aporte significativo para el mejoramiento del currículo y del desarrollo profesional docente. Diversas iniciativas en el mundo apuntan que elevar la calidad de la formación inicial del profesorado es uno de los ejes de las actuales reformas y concuerdan en que la mejora de un sistema educativo depende de la calidad de sus maestros. Sin embargo, las exigencias en materia educativa van más allá de un paquete de medidas o recursos. La educación requiere un nuevo educador, un comuni-cador integral y eficaz, capaz de manejar diversos tipos de lenguaje y de dialogar con múltiples tipos de inteligencia. Un docente innovador que comprenda la diversidad cultural de una sociedad que renueva su conocimiento del universo cons-tantemente y que ha modificado la vida social, así como la naturaleza de sus relaciones espaciotemporales. Mediante una perspectiva multidisciplinar, se pretende demostrar que el recurso teatral contribuye de manera importante en la construc-ción de un nuevo perfil del docente, en tanto pone a su disposición herramientas comunicativas (verbales y no verbales) que le permiten potenciar diversos aspectos de su desarrollo profesional: físico, cognitivo y emocional. Contacto principal: [email protected]

Knowledge Sharing and Collaboration as Indicators of Learning in OER Communities

2012 ◽  
pp. 38-50
Author(s):  
Lisa A. Petrides ◽  
Cynthia Jimes ◽  
Carol Hedgspeth
Keyword(s):  
Professional Development ◽  
Problem Solving ◽  
Knowledge Sharing ◽  
Teacher Professional Development ◽  
Teaching Practices ◽  
Teaching Practice ◽  
Knowledge Building ◽  
Resource Development ◽  
Teacher Professional

This work specifically sheds light on the ways that OER impacts teacher professional development, knowledge building, and interactive problem solving around teaching practice. Drawing on key findings from several studies, their results reveal the potential of OER to spark new conversations among teachers about how they can be proactive in enhancing their teaching practices. The authors also present a framework for assessing how new teaching practices emerge as a result of collaborative participation in OER. The discussion has implications for engaging teachers in adopting new OER use practices, and for how OER can be integrated as a model for innovation in teaching and in resource development.

scholarly journals Teachers’ perceptions about their practices and needs for improvement: A qualitative research project at the University of Padova

2017 ◽  
Author(s):  
Debora Aquario ◽  
Renata Clerici ◽  
Lorenza Da Re ◽  
Ettore Felisatti ◽  
Cristina Mazzucco ◽  
...  
Keyword(s):  
Professional Development ◽  
Teaching Practice ◽  
Educational Innovation ◽  
Research Project ◽  
Teachers Perceptions ◽  
Need For Support ◽  
Teacher Professional ◽  
Points Of View ◽  
The One ◽  
The University

The aim of the paper is to present the results deriving from the qualitative analysis of open-ended questions included in the Prodid Project Questionnaire. Prodid (Teacher professional development and  academic educational innovation) is a research project conducted in 2014-2015 at the University of Padova, which aimed at developing strategies to support academic teachers to enhance their teaching competences. The questions were formulated in order to collect teachers’  points of view on excellence and innovation, perceived critical aspects in their teaching practice and the need for support to improve teaching. The analysis was conducted through the use of software Atlas.ti 7 in order to highlight, on the one hand, the strengths and weaknesses of current teaching practices, and on the other hand, the need of support to improve teaching skills and enhance teachers’ professionalism. Findings are presented by illustrating the distributions based on the different Schools in the universities as well as the thematic issues that emerged from teachers’ answers. These results informed the professional development activities organized at the University for junior and senior staff in 2015.

scholarly journals IMPROVEMENT OF PROFESSIONAL TEACHER DEVELOPMENT IN THE SYSTEM OF POSTGRADUATE EDUCATION

2016 ◽  
pp. 143-152
Author(s):  
Olena Volyarska
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
Teacher Development ◽  
Professional Education ◽  
Professional Competence ◽  
Educational Innovation ◽  
Postgraduate Education ◽  
Practical Experience ◽  
Full Time ◽  
Teachers Professional Development

Comprehensive analysis of scientific studies of national and foreign scientists showed that the problem of the teachers’ professional development improvement has been represented in theoretical and practical philosophical, psychological and pedagogical science. The analysis of development of the postgraduate education tendencies, life-long professional education of adult learners, long-term scientific and pedagogical experience have revealed the relevance of research in the improving of the teachers professional development. This research has been appropriated by the increased requirements for postgraduate education and traditional approaches to the development of the teachers’ professional competences and by the necessity to cope with the existing stereotypes, changing attitudes and approaches to the teachers’ professional growth.The aim of the research is to identify the spheres of improvement for the professional development of teachers in the system of postgraduate education.The interpretation of the teachers’ professional development has been defined as an increase of their professional competence in the result of practical experience and prolonged purposeful and coordinated self-education in the conditions of formal, non-formal and informal adult education.The main directions of improvement of Ukrainian teachers’ professional development in our in-service teacher training include: 1) systematic implementation of educational innovation in postgraduate education content; 2) development of the blended forms of teacher training for providing educational possibilities for various special optional courses, trainings and seminars on full-time training conferences, consultations, participation in online conferences, electronic forums, chats on the distance remote basis; 3) creation of a system of the various modular courses and teacher trainings, which provides a clear definition, diagnosis and monitoring of professional competence components, based on a modular educational technology and which is one of the modern innovations in adult education; 4) development of partnership subject-subject interaction in in-service training, where the participants of training activities are oriented to the professional development, personal and professional growth.The results of studies have stated that a comprehensive personal training for teachers should be oriented to the development of their willingness to increase the effectiveness of the professional activities. In the further researches we consider the necessity of studying and generalization of international and national databases on the teachers’ continuous professional development.

LA CONSTRUCCIÓN DE LA IDENTIDAD PROFESIONAL DEL MAESTRO DE PRIMARIA DURANTE SU FORMACIÓN INICIAL. EL CASO DE LA UNIVERSIDAD DE BARCELONA

2017 ◽  
Vol 21 (1) ◽  
pp. 103-122
Author(s):  
Beatriz Jarauta Borrasca ◽  
María José Pérez Cabrera
Keyword(s):  
Teacher Education ◽  
Teacher Training ◽  
Teacher Identity ◽  
Teaching Practice ◽  
Primary Teacher ◽  
Teaching Staff ◽  
Initial Teacher Training ◽  
Primary Teacher Education ◽  
Education Degree ◽  
Educación Primaria

Resumen:¿Cómo se aprende a ser docente? ¿Cómo influye la formación inicial en la construcción de la profesionalidad e identidad como maestro? Ante estas preguntas, la investigación “Desarrollo del conocimiento profesional a través del plan de estudios del grado de maestro en educación primaria. Perspectivas del alumnado y profesorado” (EDU2012-39866-C02-02), pretende comprender los procesos que los estudiantes del Grado de Magisterio en Educación Primaria, de la Universidad de Barcelona, llevan a cabo para la construcción de su identidad profesional. Para ello, desde una metodología de carácter cualitativo basado en el estudio de casos, se aplicaron diversos instrumentos de recogida de información (tales como relatos, grupos de discusión y entrevistas) que permitieron un acercamiento desde la visión del estudiantado, del profesorado de universidad y del profesorado de centro escolar. A la luz de los resultados obtenidos, puede determinarse la influencia de sus experiencias previas, atravesadas por una elevada motivación que, a medida que avanzan en la formación, va adquiriendo tintes de realidad al asumir cada vez más una mirada desde el punto de vista de futuro maestro, y no tan anclada en la perspectiva del alumno. El hito de mayor relevancia en la construcción de su identidad se produce durante el practicum, pues es el escenario en el que se ponen en cuestión sus ideas, expectativas, preconcepciones… Acompañar la transición entre la idealización inicial de escuela y maestro hacia la recomposición de la profesionalidad y la construcción de su propia identidad, son funciones clave de la formación inicial. Abstract:How does one become a teacher? What makes a teacher? How does initial teacher training influence the development of professionalism and identity as a teacher? Faced with these questions, the aim of the research paper titled "The development of professional knowledge through the Primary Teacher Education Degree programme. Students’ and teachers’ perspectives" (EDU2012-39866-C02-02) is to understand the processes students undergo in the construction of their professional identity while pursuing a Primary Teacher Education Degree at the University of Barcelona. Following a qualitative type methodology based on case study, we used various data collection tools (such as stories, discussion groups and interviews) that allowed us to gain greater insight into the viewpoint of students, university teaching staff and cooperating teachers. In light of the results obtained, it is possible to determine the influence of previous experiences embedded in the high motivational levels of these students. Then, as they advance through their training, they begin to acquire hints of the reality of teaching and gradually assume a teacher’s frame of mind, less anchored in the student's perspective. The most important milestone in the construction of a teacher identity occurs during teaching practice; the setting in which a teacher’s ideas, expectations, preconceptions, etc. are put to the test. Accompanying the transition from the initial idealisation of the school and the teacher towards greater professionalism and the construction a teacher’s own identity are key functions of the initial teacher training.

Teacher Change in Elementary Science Instruction with English Language Learners: Results of a Multiyear Professional Development Intervention across Multiple Grades

2012 ◽  
Vol 114 (8) ◽  
pp. 1-42 ◽  
Author(s):  
Okhee Lee ◽  
Jaime Maerten-Rivera
Keyword(s):  
Professional Development ◽  
English Language Learners ◽  
Teacher Professional Development ◽  
Language Learners ◽  
Teaching Practices ◽  
English Language ◽  
Classroom Observations ◽  
Development Intervention ◽  
Accountability Policy ◽  
Teacher Professional

Background Current classroom practices have largely been shaped by changing student demographics, including English language learners (ELLs), and evolving accountability policies. The teacher professional development intervention in this study takes place against this backdrop. Research Questions This study examined change in teachers’ knowledge and practices while they participated in a 5-year teacher professional development intervention designed to improve science instruction while supporting literacy development of ELLs in the context of accountability policy in science. The study also examined whether teacher change was associated with predictor variables. Setting and Participants The study involved all science teachers (a total of 198 teachers) in Grades 3–5 from six urban elementary schools in a large school district. Over the 5-year period of the study, each teacher could participate in the intervention for 3 years, although there were high rates of teacher mobility. Intervention A series of curriculum units was developed that constituted the entire science curriculum for Grades 3–5 and replaced the district-adopted curriculum in the six participating schools. Over their 3-year participation in the intervention, teachers could attend a total of 14 full-day workshops during the summers and throughout the school years. Research Design The study used a longitudinal design over the 5-year intervention with a treatment group consisting of six elementary schools. Data Collection and Analysis Both questionnaire and classroom observations were used to measure reform-oriented practices in science and English for speakers of other languages (ESOL)/bilingual education in the following areas: (a) teacher knowledge of science content, (b) teaching practices to promote scientific understanding, (c) teaching practices to promote scientific inquiry, and (d) teaching practices to support English language development. During the 3-year period of their participation, teachers completed the questionnaire prior to beginning the intervention and at the end of each school year and were observed once in the fall and once in the spring each year. A series of multilevel models was used to examine change in the questionnaire and observation scales. Conclusions The results from the questionnaire (what teachers reported) and classroom observations (what teachers were observed doing) indicated some improvements in teachers’ knowledge and practices in teaching science to ELLs over the intervention. Grade taught was the most pronounced predictor variable and distinguished the fifth grade, the grade at which science counted toward the state accountability policy. Despite improvements, teachers’ knowledge and practices generally did not meet the goal of reform-oriented practices.

Teacher Training and Technology

2016 ◽  
pp. 2031-2044 ◽  
Author(s):  
Jeremy Dickerson ◽  
Joseph Winslow ◽  
Cheng Yuan Lee
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
Teacher Professional Development ◽  
Future Trends ◽  
Utilization Of Technology ◽  
Teacher Professional ◽  
Rapid Pace ◽  
Society Today

How is technology being used to train teachers to keep up with the rapid pace of change in schools and society today? This chapter discusses the utilization of technology for in-service (practicing) teacher training, a process known as professional development within the field of education. The chapter analyzes both formal and informal methods of technology integrated teacher training, presents examples of each, and discusses positive and negative implications. The chapter concludes with an examination of future trends in technology and their potential for significant impact on teacher professional development.

The Tutor's Role in Teaching Practice in Initial Teacher Training

1988 ◽  
Vol 11 (2) ◽  
pp. 123-130
Author(s):  
Magda Fernandez ◽  
Ramona Gonzalez ◽  
Angels Subirats
Keyword(s):  
Teacher Training ◽  
Teaching Practice ◽  
Initial Teacher Training
Sign in / Sign up

Export Citation Format

Share Document