scholarly journals What Informs and Inspires the Work of Equity Minded Teachers

2017 ◽  
Vol 26 (2) ◽  
Author(s):  
Stephanie Tuters
Keyword(s):  
Professional Development ◽  
School Boards ◽  
Empirical Data ◽  
Critical Incidents ◽  
Practicing Teachers ◽  
Large School ◽  
And Training

This article explores teachers’ reasons for engaging in equity work. Although multiple bodiesof literature discuss teaching for equity from different perspectives, little empirical data existsabout what informs or motivates people to teach for equity. This study aims to help fill thatgap in existing research with the purpose of informing professional development and trainingfor practicing teachers hoping to or attempting to engage in equity work, and for encouragingand motivating other educators in beginning to engage in equity work. Data was gatheredthrough interviews with 15 teachers from three large school boards in Southern Ontario.Findings illustrate that participants were motivated to engage in equity work because ofpersonal experiences with inequity, witnessing other people experience inequities, and learningabout inequities in school. Three key findings stand out with regards to their utility forprofessional development and training: all participants spoke of critical incidents whichcompelled them to do equity work; emotional struggles were associated with their work, yetthey remained hopeful in the possibility of change regardless of what they had experienced;finally, the nature of the equity work that participants chose to undertake was directly relatedto the nature of their experience with in/equity.

scholarly journals Training Preferences of School Food Service Staff Vary by Role in the School Nutrition Program

2020 ◽  
Vol 18 (1) ◽  
pp. 50
Author(s):  
Leia Flure ◽  
Melissa Pflugh Prescott ◽  
Whitney Ajie ◽  
Trinity Allison ◽  
Jennifer McCaffrey
Keyword(s):  
Professional Development ◽  
The United States ◽  
School Nutrition ◽  
Training Needs ◽  
Learning Method ◽  
Learning Methods ◽  
Chi Square ◽  
Job Experience ◽  
Training Topic ◽  
And Training

Professional development has been identified as a critical component for school nutrition professionals (SNPs) to successfully implement school meal standards in the United States. However, training needs may vary based on different factors. This study examined (1) the topics of highest priority for SNPs; (2) preferred learning methods; (3) where and when trainings should be conducted; and (4) whether responses differ according to important factors including position type, school locale (urban vs. rural), or job experience. Participants completed surveys that included questions on demographics and preferences for learning methods and training topics (n = 492). Descriptive statistics characterized survey responses. Chi square tests assessed differences in learning method and training topic preferences by participant role, locale, and job experience; Cramer’s V assessed the strength of association for each chi square result. Qualitative responses to open-ended questions were analyzed using an inductive thematic analysis method. Nearly all training topic preferences were significantly different (p < 0.001 using Bonferroni method) when stratified by role. Significant differences were also observed for school locale and years of experience, but to a lesser degree. There was less variation in learning method preferences across staff role. Qualitative results (n = 93) identified three key themes related to training needs: role-specific trainings, innovative learning methods, and geographic access. The combination of quantitative and qualitative analysis indicate that professional development for SNPs should mostly be conducted in-person, be easily accessible, and include hands-on activities. Further, training should be tailored by job role and address situational barriers unique to the geographic area.

scholarly journals Effective Elements for Workplace Responses to Critical Incidents and Suicide: A Rapid Review

2021 ◽  
Vol 18 (9) ◽  
pp. 4821
Author(s):  
Tania Pearce ◽  
Lyndal Bugeja ◽  
Sarah Wayland ◽  
Myfanwy Maple
Keyword(s):  
Critical Incidents ◽  
Grey Literature ◽  
Rapid Review ◽  
Evidence Based ◽  
Study Quality ◽  
Training Module ◽  
Critical Response ◽  
Response Training ◽  
Academic Search ◽  
And Training

Despite high rates of critical incidents (CIs) in working class occupations, there is a significant gap in our understanding of responses to these events. In this study, we aimed to inform a response training module by synthesising the key elements of pre-, during- and post-incident responses to CIs and suicide in the workplace. A rapid review identified studies on responses to CIs or suicide deaths in the workplace published between January 2015 and June 2020. A systematic search of six databases (Medline, CINAHL, PsycINFO, Sociology Collection, Academic Search and Business Search Complete) and grey literature was performed. Studies were excluded if the focus was on non-colleagues. Two reviewers independently conducted record screening, a review of the full text and assessed study quality. The existing evidence was synthesised and interventions were categorised using Haddon’s Matrix. Five studies were included, reporting on CIs across a range of workplace settings, including railways, factories, police and military, along with external critical response units. Overall, study quality was assessed as being poor. Most of the evidence focused on the pre-incident and post-incident stage. There is little evidence on responses to CIs in the workplace. Evidence-based education and training is necessary to establish organisational responses to assist with supporting workers exposed to workplace CIs.

Workplace learning for pre – service teachers’ practice and quality teaching and learning in technical vocational education and training: key to professional development

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Theresa Chinyere Ogbuanya ◽  
Taiwo Olabanji Shodipe
Keyword(s):  
Professional Development ◽  
Vocational Education ◽  
Workplace Learning ◽  
Teaching And Learning ◽  
Education And Training ◽  
Vocational Education And Training ◽  
Quality Teaching ◽  
Content Type ◽  
Technical Vocational Education ◽  
And Training

Purpose With critical reviews of previous studies in workplace learning, this paper aims to investigate workplace learning for pre-service teachers’ practice and quality teaching and learning in technical vocational education and training: key to professional development. Design/methodology/approach The study adopted multistage sampling technique to select sample for the study. Empirical analysis was adopted to analyse the data collected from technical vocational education and training pre-service teachers. Findings The result of the study revealed that the constructs of social learning theory had a stronger linkage with the constructive teaching than traditional management. Originality/value This study emphasizes the need to adequately train pre-service teachers on instructional delivery processes, building strong relationship with learners and build the ability to organize and execute necessary actions required to successfully carry out a specific educational task in a particular context.

Professional Development In Kosovo – Research Of Training Programs And Tests

2021 ◽  
Author(s):  
Bekim Samadraxha ◽  
Veton Alihajdari ◽  
Besim Mustafa ◽  
Ramë Likaj
Keyword(s):  
Professional Development ◽  
Workforce Development ◽  
Teaching And Learning ◽  
Training Programs ◽  
Continuing Professional Development ◽  
Added Value ◽  
Factors Affecting ◽  
Career Structure ◽  
Teacher Professional ◽  
And Training

Vocational Education Teachers are one of the main important assets for workforce development. This study of the workforce of VET teachers in selected partner countries has two main goals. The aim of this research is to evaluate the level of teacher’s development and training programs and test as well, to inform national policymakers about the situation and the needs of the VET teachers and, secondly, to help monitoring the implementation and the change of the teacher professional development. The methodology to be used is based on qualitative research methods, including interviews und surveys. A major focus of the survey is to enable policy makers to understand what is required to bring along improvements in the Continuing Professional Development (CPD) quality, effectiveness and responsiveness, as well as factors affecting teacher effectiveness in general, such as their motivation and career structure. Professional development for teachers and trainers is widely recognized as a vital tool for the educational reform (Bicaj, 2013). Research shows that the professional development can enduring improve the quality of teaching and learning, enhancing the effectiveness of education and training and providing added value to students, teachers and employers. There is no doubt about the importance of the Continuing Professional Development of VET teachers. Kosovo has for many years developed extensive policies to address this issue, and currently these policies are being implemented.

scholarly journals Teacher Professional Development and Appraisal

2015 ◽  
Vol 2 (2) ◽  
pp. 146-152
Author(s):  
Kushtarbek Kimshanov ◽  
Totukan Dyikanbaeva
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Teacher Development ◽  
School Teacher ◽  
High Standard ◽  
Teacher Appraisal ◽  
International Literature ◽  
Muslim Society ◽  
Teacher Professional ◽  
And Training

Abstract The paper is based on analysis of international literature on school teacher appraisal and professional development.  Teacher appraisal is a very important area of study, and traditionally it has been quite a contested field as well.  Teachers used to feel tension and anxiety due to unfair teacher appraisal, and they often reacted to teacher appraisal with resentment and nervousness.  Historically, teacher teacher appraisal was aimed to inform the issues and training considerations in education during the decades of the seventies and was establish to exercise greater accountability to maintain a high standard in education. However, eventually the developmental purpose had been emphasized. This paper presents rich literature on teacher appraisal and teacher development concepts. Abstrak Artikel ini berdasarkan analisis literatur internasional pada penilaian guru sekolah dan pengembangan profesional. Penilaian guru merupakan bidang kajian yang sangat penting, dan sudah menjadi bidang kajian yang cukup sering diperdebatkan. Guru kerap merasa tegang dan cemas dikarenakan penilaian guru yang tidak adil, dan mereka sering bereaksi terhadap penilaian guru dengan kekesalan dan gugup. Dalam sejarahnya, penilaian guru bertujuan untuk memberitahukan isu-isu dan pertimbangan pelatihan dalam pendidikan selama dekade tujuh puluhan dan telah dibentuk untuk melatih akuntabilitas yang lebih baik untuk mengatasi standar pendidikan yang tinggi. Namun, akhirnya tujuan pengembangan telah ditekankan. Artikel ini memberikan beragam informasi tentang penilaian guru dan konsep pengembangan guru. How to Cite : Kimshanov, K. Dyikanbaeva, T. (2015). Teacher Professional Development and Appraisal. TARBIYA: Journal Of Education In Muslim Society, 2(2), 146-152. doi:10.15408/tjems.v2i2.2802. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v2i2.2802

scholarly journals Fostering the Teaching of English Language in Nigeria Primary Schools: the Need for Teachers’ Continuous Professional Development and Training

2020 ◽  
Vol 3 (12) ◽  
pp. 149-154
Author(s):  
Obateru, Oluwatoyin Tolu
Keyword(s):  
Professional Development ◽  
Data Collection ◽  
Primary Schools ◽  
English Language ◽  
Survey Design ◽  
Sampling Technique ◽  
Training Programme ◽  
Reliability Coefficient ◽  
Ex Post ◽  
And Training

This article highlights how English language teachers professional development and training programmes fosters teachers’ professional competences in the teaching of the subject. English Language is vital in developing communication and social skills in learners as it does empower learners to compete favorably with their peers around the world. The ex-post factor approach of the survey design was adopted in the study. A random sampling technique was used to select twenty primary schools in Oyo state, Nigeria, with 168 English teachers who were currently undergoing the SUBEB/UBEC teacher professional development programme (2018). Two instruments: Teacher Teaching Competence Scale (TTCS) with Cronbach’s Alpha reliability coefficient of 0.68 and the Teachers Checklist Observation Scale (TCOS) with Scott Pi reliability coefficient of 0.71 were used for data collection. The data collection lasted for a period of fourteen weeks. Data collected were analysed using descriptive statistics and correlation at 0.05 level of significance. Results revealed that teacher’ attendance and exposure to a professional development and training programme; does enhance their professional teaching competences. It is therefore expedient that stakeholders in the education sector; especially governmental agencies, sponsor and encourage practicing primary teachers in attending and participating in professional development programmes; incentives should also be given to these teachers. This will go a long way at ensuring that these teachers look forward to attending such programmes at any time in the future

scholarly journals Implementation Difficulties of Kuwait National Competency-Based Curriculum

2021 ◽  
Vol 11 (5) ◽  
pp. 151
Author(s):  
Maadi Mahdi Alajmi
Keyword(s):  
Professional Development ◽  
Instructional Technology ◽  
Instructional Strategies ◽  
National Curriculum ◽  
Educational Process ◽  
Assessment Process ◽  
Future Research ◽  
Process Use ◽  
Competency Based ◽  
And Training

The study investigates teachers' understanding and use of competency-based national curriculum in Kuwait's public education schools. A developed questionnaire survey distributed to 317 teachers and 94 supervisors. Findings indicated weaknesses in professional development and training, the assessment process, use of instructional technology, financial supplies, and teacher guides. Recommendations highlight needs of a professional development and training to supervisors and teachers on implementing the national competency-based curriculum, standards-based assessments, instructional technology, instructional strategies, and financial supplies. A future research on effects of the national competency-based curriculum on student learning, teaching performance, and outcomes of educational process is highly recommended.   Received: 26 May 2021 / Accepted: 2 August 2021 / Published: 5 September 2021

Sign in / Sign up

Export Citation Format

Share Document