scholarly journals Rebuilding School Culture and Promoting Teachers’ Professional Development

2021 ◽  
Vol 5 (10) ◽  
pp. 61-66
Author(s):  
Cunrong Wang
Keyword(s):  
Professional Development ◽  
School Culture ◽  
School System ◽  
Educational Theories ◽  
Professional Development Of Teachers ◽  
Teachers Professional Development

School culture is an important carrier for teachers’ professional development. It is also a double-edged sword that can either promote or hinder the professional development of teachers. The improvement of teachers’ professional development fundamentally lies in the reconstruction of school culture. School culture is derived from the school system because the system creates the environment that determines professional development. The improvement of school culture is achieved through learning because learning can create a solid platform for teachers’ professional development. Principals should rebuild their relationships with their schools and teachers, while teachers should rebuild their relationships with other teachers and their students as well as between their own practices and educational theories.

Study on Model and Strategy of Promoting the Professional Development of Teachers under the Network Environment

2014 ◽  
Vol 644-650 ◽  
pp. 5602-5605
Author(s):  
Le Hui Huang ◽  
Bin Gui
Keyword(s):  
Professional Development ◽  
Network Environment ◽  
Development Models ◽  
Professional Development Of Teachers ◽  
Professional Development Models ◽  
Teachers Professional Development

Education information puts forward new requests to teachers’ professional ability, at the same time, the network environment also provides rich tools, resources and services for teachers’ professional development. The paper summarizes the connotation of teachers’ professional development, models of teachers’ professional development, and strategies of promoting teachers’ professional development.

scholarly journals Professional development of teachers in the context of digitalization of education: from conceptual ideas to practice

2021 ◽  
pp. 5-15
Author(s):  
Nikolay V. Antonov ◽  
Olga A. Ivanova
Keyword(s):  
Professional Development ◽  
Formal Education ◽  
Educational Organization ◽  
Regional Features ◽  
Self Development ◽  
Professional Development Of Teachers ◽  
Teachers Professional Development ◽  
Almost All ◽  
Pedagogical Literature ◽  
Descriptive Method

The article presents the results of a study of the practice of teachers professional development in the context of digitalization of education carried out in order to identify the features of teachers professional development and the main conceptual ideas implemented in different countries. The article examines the practice of teachers professional development in other countries as well as in a number of Russian regions. The analysis of pedagogical literature and scientific articles was carried out using the method of apperception and the descriptive method. The use of apperception method allowed us to expand information about the existing professional development practices implemented in different countries and regions. The use of descriptive method in working with scientific literature made it possible to select articles based on keywords, descriptors. In this study, the following phrases were used as descriptors: professional development of teachers, concepts of professional development of teachers, advanced training of teachers, practice of professional development of teachers. As a result, practices of teachers professional development have been identified that have both similar conceptual ideas and some national or regional features. Two of the conceptual ideas reflected in almost all countries are particularly noteworthy: that of continuity and that of personalization of teachers professional development in the context of education digitalization. Implementation of these ideas makes it possible to ensure continuous professional development of a teacher taking into account his or her professional experience, expertise, professional competencies and interests, as well as the interests and demands of the educational organization in which he or she works. The implementation of these ideas is carried out through integration of formal and non-formal education, as well as through self-education and self-development of teachers in the context of education digitalization.

scholarly journals Teachers’ Professional Development Courses to Ensure Quality Education

2015 ◽  
Vol 2 ◽  
pp. 302
Author(s):  
Karīna Brikmane
Keyword(s):  
Professional Development ◽  
Sustainable Development ◽  
General Education ◽  
Development Strategy ◽  
Quality Of Education ◽  
The Sustainable Development ◽  
Modern Education ◽  
Professional Development Of Teachers ◽  
Teachers Professional Development

The focussed professional development of teachers ensures the quality of modern education. In the context of life-long education, each teacher has to develop their professional and personal competence, to ensure the development of general and professional skills and for teachers to be able to face new challenges and undertake their tasks in non-traditional, but well argued ways, because education strengthens intuition, confidence and the ability to knowingly transform acquired experience into innovation. The issue in the research establishes the contradictions seen within society between the goals set in education and their implementation in the teaching process. Attention has been focussed in this research on the current national situation in the professional development of teachers, gathering information on what is offered and researching the improvements needed for a modern adult learning process. The importance of the research was established by the need for changes in general education and the implementation of sustainable development principles. The main strategic principles, the observation of which could significantly increase the possibility of development are prescribed by the “Sustainable Development Strategy of Latvia until 2030”. They are – innovation, tolerance, co-operation and participation, which should also be included in the content of teachers’ professional development courses, in this way directly influencing the improvement of the quality of education as well.

scholarly journals Do School Advisors Contribute to the Teachers’ Professional Development? A Greek Case Study

2017 ◽  
Vol 7 (3) ◽  
pp. 227 ◽  
Author(s):  
George N. Vozaitis ◽  
Amalia A. Ifanti
Keyword(s):  
Professional Development ◽  
Secondary Education ◽  
Structured Interviews ◽  
Primary And Secondary Education ◽  
Professional Development Of Teachers ◽  
Education School ◽  
Teachers Professional Development ◽  
Further Development ◽  
Western Greece

This empirical study investigates the contribution of Secondary Education School Advisors to the professional development of teachers at the same level. For this purpose, 34 Secondary Education School Advisors of the Regional Directorate of Primary and Secondary Education of Western Greece were interviewed. Semi-structured interviews were employed aiming to explore the School Advisors’ contribution to the professional development of teachers. Data analysis revealed that, although the School Advisors attached great importance to their role in the professional development of teachers, they quoted the various problems that have been linked to their role over time and indicated the requirements for the progress and further development of the institution in the future.

scholarly journals Codification and Validation of Professional Development Questionnaire of Teachers

2016 ◽  
Vol 9 (4) ◽  
pp. 215
Author(s):  
Fatemah Ayyoobi ◽  
Hadi Pourshafei ◽  
Ali Asgari
Keyword(s):  
Professional Development ◽  
Factor Analysis ◽  
Reliability And Validity ◽  
Good Reliability ◽  
Confirmatory Factor ◽  
Professional Development Of Teachers ◽  
Teachers Professional Development ◽  
Teaching Learning ◽  
Evaluation Of Professional Development ◽  
Academic Year

<p class="apa">Teacher in the educational system and the teaching-learning process, as a main leading should need to knowledge and professional skills. Therefore, evaluation of professional development is important. This study aims to design and modify Construction and Validation of professional development questionnaire of teachers. This research based on methodology and data collection procedure was descriptive-surveyed. The population consists of 400 teachers from high in Birjand in the academic year 2013-2014. A sample of 246 was estimated by Krejcie and Morgan. The instrument used in this study is a researcher's questionnaire of teachers’ professional development. In order to assess the reliability and validity was used the content and construct validity by using of exploratory and confirmatory factor analysis and Cronbach’s alpha. Results show that the questionnaire has good reliability and validity. According to the results of a factor analysis of the eight factors (components) were identified for professional development of teachers that explains a total of 54/69% of total variance. It can be concluded that the questionnaire would be a suitable tool for the professional development of teachers.</p>

scholarly journals Professional Development of Teachers Under the Conditions Lifelong Learning: Foreign Experience

2018 ◽  
Vol 8 (2) ◽  
pp. 67-75 ◽  
Author(s):  
Nataliia Sysko
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Educational Institution ◽  
Continuing Professional Development ◽  
Foreign Experience ◽  
Foreign Countries ◽  
Professional Development Of Teachers ◽  
Key Factor ◽  
Teachers Professional Development ◽  
And Training

AbstractThe article analyzes foreign experience in continuing professional development of teachers. It has been found that the system of continuing professional development of teachers in foreign countries has its own conceptual peculiarities determined by relevant contextual factors. It has been specified that all systems are characterized by personality-oriented approach to professional development of teachers, available organizational and pedagogical conditions for development, flexibility, diversity of forms and training content. Such an approach can enhance professionalism of teachers, their ability to provide students with high-quality and effective teaching in accordance with the needs of a market economy. It has been outlined that professional development of teachers is the most effective at the level of an educational institution in the course of daily teaching activities, provided the forms of this process organization are diverse. The key factor, which influences effectiveness of continuing professional development is the teacher’s ability to reflect, motivation, responsibility and academic mobility within professional development. It has been clarified that a number of countries apply national mechanisms for recognizing the results of teachers’ professional development, their certification. We believe it necessary to creatively use foreign innovative experience to enhance continuing professional development of teachers in Ukraine, namely, to create a multi-level system of continuing professional development of vocational education teachers and introduce motivational mechanisms for stimulating their professional growth.

scholarly journals Teachers’ Engrossment in Professional Development in Surkhet Valley

2015 ◽  
Vol 4 ◽  
pp. 81-90
Author(s):  
Mukunda Kumar Giri
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
School System ◽  
Educational Development ◽  
Development Program ◽  
Secondary Level ◽  
The Other ◽  
Training Center ◽  
Development Initiatives ◽  
Teachers Professional Development

Since 2010, National Center for Educational Development (NCED) has extended teachers’ professional development program for in-service teachers to Resource Centre (RC) level while the service of the then 10 month teacher training was limited to Education Training Center (ETC) (NCED, 2011). All the secondary level teachers have got at least one opportunity to attend Teachers’ Professional Development (TPD) training in these last three years in Surkhet district. In institutional schools, teachers are deprived of such opportunities; however, they are seen equally potent and equally professional. On the other hand, if we compare teachers’ individual professionalism, we find much variation although there is same kind of opportunities given to them. With an assumption that the teachers are the main resources to be used in the school system, this article summarizes the survey carried out amidst teachers, to explain TPD and to reflect the situation of teachers’ engrossment in professional development initiatives (PDI) in Surkhet valley. This study has attempted to assess the situation of teachers’ engrossment in Teachers’ Professional Development Initiatives in Surkhet valley. Journal of NELTA Surkhet Vol.4 2014: 81-90

scholarly journals MENTORING AS A TOOL FOR PROFESSIONAL DEVELOPMENT OF TEACHERS

2017 ◽  
Vol 1 ◽  
pp. 143 ◽  
Author(s):  
Jānis Dzerviniks
Keyword(s):  
Professional Development ◽  
General Education ◽  
Scientific Literature ◽  
Work Hours ◽  
Educational Institutions ◽  
Teacher Mentors ◽  
Professional Development Of Teachers ◽  
Teachers Professional Development ◽  
Teacher Mentor

The terms 'mentor' and 'mentoring' are frequently used in the field of business, however, nowadays they are topical in general education as well. In Latvia, the teacher mentor profession has been included in the Classification of Occupations since 2012, which means that teachers, who have acquired the rights to carry out mentoring at educational institutions, can be paid for teacher mentor work hours. However, mentoring is most often a life's calling for teachers rather than a position with financial cover. A wish to identify the pedagogical potential of mentoring in the field of teachers' professional development determined the topic of the research. The research reflected in the paper includes the analysis of scientific literature, analytic judgements based on previously conducted research, as well as the results of the interview of teacher mentors and author's personal pedagogical experience. 

scholarly journals Pedagogues' competencies for encouraging and developing professional development of teachers

2020 ◽  
Vol 33 (4) ◽  
pp. 1-12
Author(s):  
Drago Branković ◽  
Margareta Skopljak ◽  
Draženko Jorgić
Keyword(s):  
Professional Development ◽  
Research Method ◽  
Demographic Characteristics ◽  
Development Programs ◽  
Self Assessment ◽  
Scaling Technique ◽  
Professional Needs ◽  
Professional Development Of Teachers ◽  
Teachers Professional Development ◽  
High Level

Competencies for encouraging and developing teachers' professional development are only one of the elements of developmental and professional competencies of pedagogues. The results of the research conducted so far have shown that competencies are not sufficiently compatible with personal and professional needs, and that there is a lack of research on the level of competence by functions and areas of work of pedagogues. The aim of the research was to identify according to the pedagogues' self-reporting, i.e., self-assessment the differences in the levels of development of their competencies and in the levels of their involvement in encouraging and developing the professional development of teachers relative to certain socio-demographic characteristics of the pedagogues. The research was conducted by applying a survey as the research method and the scaling technique on a sample of 78 pedagogues. The research results (basic and three special hypotheses) showed that school pedagogues have a high level of competence and involvement in encouraging and developing the professional development of teachers, but that the differences in the levels relative to certain socio-demographic characteristics are not statistically significant. The key implications of the research relate to the need to critically consider the curriculum of the pedagogy studies, the quality and content of the professional development programs as a methodological justification for involving teachers in the research of the pedagogues' competencies.

scholarly journals Teachers' Professional Development Coaching Based on Islamic Boarding School Culture

2019 ◽  
Vol 7 (9) ◽  
pp. 1909-1916
Author(s):  
Eli Masnawati ◽  
Ibrahim Bafadal ◽  
Ali Imron ◽  
Achmad Supriyanto
Keyword(s):  
Professional Development ◽  
School Culture ◽  
Boarding School ◽  
Teachers Professional Development
Sign in / Sign up

Export Citation Format

Share Document