scholarly journals Filipino Teacher Professional Development in the New Normal

2021 ◽  
Vol 16 (3) ◽  
pp. 25-43
Author(s):  
Inero Ancho ◽  
◽  
Gilbert Arrieta ◽  
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Professional Growth ◽  
Online Teaching ◽  
Action Learning ◽  
Teaching Experience ◽  
Graduate Studies ◽  
New Normal ◽  
Knowledge And Skills ◽  
Teacher Professional

The Covid-19 pandemic has posed various challenges particularly in the education sector where the ‘new normal’ experience is all about online interaction and distance learning. As the health protocols enforce physical distancing measures, actual and personal interaction and engagements are limited. As teacher professional development (TPD) becomes a melting pot of best practices and strategies that work, teachers receive a perspective that helps them create their own professional vision. The findings of this study revealed that for teachers, TPD is a route to enhance and upgrade their knowledge and skills and professional growth, with teaching as a life-long learning process. Pre- Covid-19 TPD programs included initiatives on content, pedagogy and technology, action learning, graduate studies, leadership and management, and action research. During the pandemic, teachers were exposed to webinars and training on online teaching and learning, technological capacity, and mental health. Regardless of age and years of teaching experience, teachers have a mindset to grow in the profession and be better educators. They want to unlearn the old, and relearn new knowledge and skills because they want their students to learn according to their current needs and what the world needs in the future.

scholarly journals CONTINUOUS PROFESSIONAL DEVELOPMENT: TEACHERS' VOICES

2019 ◽  
Vol 3 (2) ◽  
pp. 34
Author(s):  
Suharyadi Suharyadi ◽  
Gunadi Harry Sulistyo ◽  
Sri Rachmajanti
Keyword(s):  
Professional Development ◽  
Empirical Evidence ◽  
Teacher Professional Development ◽  
Continuous Professional Development ◽  
English Teacher ◽  
Knowledge And Skills ◽  
Teaching Knowledge ◽  
Professional Development Training ◽  
Teacher Professional

Being professional English teachers requires knowledge and competences that should be continuously nurtured to sustain their expertise, and one of the programs in Indonesia is the so-called Continuous Professional Development as officially declared by the Indonesian government in 2012. Certified teachers generally undergo either short- or long-term training experiences to update their teaching knowledge and skills. However, little empirical evidence has been conducted to examine the sustainability of such training practices on the teachers' professionalism. Henceforth, this study is aimed at investigating how such English teacher professional development training practices have been carried out and what teachers expect from such training. To that end, a survey is conducted involving a number of teachers drawn randomly from different six provinces. i.e. East Java, West Java, Lampung, East Borneo, South Sumatra, and East Papua throughout Indonesia. Descriptive statistical analyses are exerted to analyze the data collected. The findings suggest that a more down-to-earth reflective training as continuous professional development is in compelling need.

scholarly journals Facilitating “Gem Moments” of Learning: Reading Research as Teacher Professional Development

2010 ◽  
Vol 7 (1) ◽  
Author(s):  
Sarah Jane Twomey
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Professional Growth ◽  
The Other ◽  
Relational Model ◽  
Reading Group ◽  
On Line ◽  
Teacher Professional ◽  
The Impact

This purpose of this paper is to deepen our understanding of a relational model of professional development that nurtures teachers’ interest in learning and professional growth through reading. This case study documents the impact of a teacher reading group that was created for the purposes of a larger study between 2005 and 2007 in Vancouver, British Columbia, Canada. Louisa, one of the six participants of this larger study, is the focus of this paper. Louisa’s practice of reading, interpreting, evaluating, and utilizing the on-line research she read individually and collectively with the other five participants of the study became a way for her to identify and critique important issues, reframe her experiences as a teacher, question her professional assumptions and beliefs, and begin to develop a new unit of study for her English as a Second Language students.

scholarly journals Union Contracts and Teacher Professional Development

2001 ◽  
Vol 9 ◽  
pp. 26
Author(s):  
Paul V. Bredeson
Keyword(s):  
Professional Development ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Teacher Professional Development ◽  
Professional Learning ◽  
Professional Growth ◽  
Interview Data ◽  
Teacher Union ◽  
Teacher Professional ◽  
The Impact

In this article, I report the results of an investigation that examined the impact of teacher union contracts on the development of professional learning communities in schools. There are three primary sources of data used in the study: 1) 100 written teacher union contract documents; 2) structured interview data from 21 educators (school superintendents, principals, directors of staff development, and teacher union representatives; and 3) focus group interview data from educational leaders in schools. The analysis and discussion focus on five areas related to teacher professional development with implications for policy and practice: explicit language covering opportunities for teaching learning in their work; governance and decision making structures, that is, specific provisions covering wages, hours, and conditions of employment; the description of legitimate and sponsored activities for the professional development of teachers; and the resources supporting the on-going professional growth of teachers. The findings indicate that rethinking, restructuring, and organizational re-culturing in schools are initial expressions of a new unionism that has the potential to lead to the development of more powerful professional learning communities in schools.

Mining the Edublogosphere to Enhance Teacher Professional Development

2017 ◽  
pp. 42-65
Author(s):  
Eric Poitras ◽  
Negar Fazeli
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Professional Growth ◽  
Online Resources ◽  
Web Content ◽  
Community Members ◽  
Content Mining ◽  
Prerequisite Knowledge ◽  
E Learning ◽  
Teacher Professional

The rapid proliferation of Web 2.0 technologies during the last decade has led to online communities of learners, where members share prerequisite knowledge and skills to further professional growth. The educational affordances of blogs offer a wealth of online resources that can be mined in order to gain better understanding of community members and their contributions. In this chapter, we outline a web content mining technique to extract and analyze information from educational blogs, resulting in networks of online resources where content is linked in terms of the underlying semantic relationships. This type of representation is referred to as a network-based model, and has implications for e-learning personalization systems that seek to suggest similar content to those preferred by other learners. The applications of this method are discussed in terms of enhancing teacher professional development in the context of nBrowser, an intelligent web browser designed to support pre-service teachers in building lesson plans that integrate technologies in the classroom.

Definition and History of Online Professional Development

2014 ◽  
pp. 190-211
Author(s):  
Carol A. Brown ◽  
Renée E. Weiss Neal
Keyword(s):  
Professional Development ◽  
Knowledge Base ◽  
Teacher Professional Development ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Professional Development ◽  
Web Conferencing ◽  
Online Teaching And Learning ◽  
History Of ◽  
Teacher Professional

There exists a consensus on the importance of teacher professional development. This chapter provides a knowledge base for environments, describes the benefits, best practices, and sources for quality online professional development. The attributes associated with online professional development can be examined within the framework of web conferencing, web cast, and online teaching and learning. An annotated bibliography and extensive glossary related to online professional development are included in this chapter.

scholarly journals Teacher Professional Development Strategies in Australian Government and Professional Associations Documents

2015 ◽  
Vol 5 (1) ◽  
pp. 120-126 ◽  
Author(s):  
Ludmyla Kostina
Keyword(s):  
Professional Development ◽  
Secondary School ◽  
Teacher Professional Development ◽  
Professional Learning ◽  
Professional Education ◽  
Professional Growth ◽  
School Teacher ◽  
Professional Associations ◽  
Secondary School Teacher ◽  
Teacher Professional

Abstract Teacher in Australia is determined as an active participant of professional community with high level of collaboration, professional development coherent activities and collaborative learning practice. Thus, teacher quality is one of critical factors affecting student outcomes. The article touches upon the issue of the potential to improve secondary school teacher professional expertise in Australia. These are initiatives approved by Australian specific organizations at government and non-government levels. The author describes the goals and directions of secondary school teacher government support and government strong requirements for teacher professional learning. The article also considers the role of Australian professional education organizations in teacher professional growth. The analysis of the goals is carried out by means of government and professional education organizations documents. The author reports that social context of secondary school teacher professional development in Australia is provided through government education institutions. In support of this fact there is a range of government projects, programmes and documents approved at international and national levels and aimed to encourage lifelong quality teacher development. Furthermore, teacher professional development support is also organized by various Australian professional associations that work collaboratively. Moreover, these associations are not only focused on teacher professional development national standards, requirements and forms but global trends in professional learning and performance.

scholarly journals Teacher Professional Development Models and Practices in Foreign Educational Systems

2020 ◽  
Vol 22 (6) ◽  
pp. 176-200
Author(s):  
L. Yu. Gracheva ◽  
E. R. Bagramyan ◽  
М. N. Tsygankova ◽  
Т. Ts. Dugarova ◽  
N. N. Sheveleva
Keyword(s):  
Professional Development ◽  
Hong Kong ◽  
Teacher Professional Development ◽  
Professional Growth ◽  
Teacher Growth ◽  
Effective Teacher ◽  
Development Models ◽  
Teacher Professional ◽  
The Russian Federation ◽  
Professional Development Models

Introduction. The formation and implementation of the national teacher growth system (NTGS) in the Russian Federation involves global practices, which are based on effective teacher professional development models. The present research analyses approaches and models used in the training and continuing professional development of teachers in Hong Kong and Finland.The aim of the current article is to identify the meaningful issues of the formation of a teacher growth national system in the context of the best foreign experiences, as well as to reveal the possibilities, which allow applying these effective experiences to Russian realities.Methodology and research methods. In the course of the study, the authors relied on a socio-cultural approach to the organisation of the additional professional pedagogical education, the concept of continuing and non-formal learning throughout life, as well as methodological approaches and methods developed and applied in comparative pedagogy. Understanding and summarising the content of the research materials was carried out on the basis of a comparative retrospective analysis with a search depth of 10-12 years.Results. The analysis of effective models of teacher professional growth and development in Hong Kong and Finland has revealed the following similar positions: strict selection rules and requirements for teaching major and specialties; expanding the component of teaching practice in the learning process; inclusion of the research-based component in training programmes at university and post-graduate levels of teacher professional development; actualisation of the problems concerning specific groups of teachers; creation of continuing (life-long) teacher professional development systems; awareness of the special relevance of “entry into the profession” programmes as a dynamically developing component in the teacher continuing professional growth; creation of specific motivation mechanisms for successful professional teaching activities, which are based on national historical and cultural characteristics and values.Scientific novelty. The main stages, modules, key characteristics of teacher professional development models in Hong Kong and Finland are analysed systematically. The peculiarities of teacher professional development practices, which are widespread in Anglosphere, are revealed in terms of Hong Kong realities. The motivation mechanisms for effective teacher professional activities, which are based on national cultural and historical values, have been described. The similarities and differences in the application of these mechanisms are demonstrated.Practical significance. The results and conclusions of the research undertaken by the authors can be put into the basis for further reforms aimed at the formation and implementation of the teacher growth national system in the Russian Federation. Also, these research findings have important implications to create the mechanisms for adapting teachers to changes and to increase their motivation for continuing professional growth.

Definition and History of Online Professional Development

2012 ◽  
pp. 182-203
Author(s):  
Carol A. Brown ◽  
Renée E. Weiss Neal
Keyword(s):  
Professional Development ◽  
Knowledge Base ◽  
Teacher Professional Development ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Online Professional Development ◽  
Web Conferencing ◽  
Online Teaching And Learning ◽  
History Of ◽  
Teacher Professional

There exists a consensus on the importance of teacher professional development. This chapter provides a knowledge base for environments, describes the benefits, best practices, and sources for quality online professional development. The attributes associated with online professional development can be examined within the framework of web conferencing, web cast, and online teaching and learning. An annotated bibliography and extensive glossary related to online professional development are included in this chapter.

scholarly journals A Narrative Inquiry into a Newcomer School Principal’s Professional Development for ELLs

2020 ◽  
Vol 13 (12) ◽  
pp. 57
Author(s):  
Liping Wei
Keyword(s):  
Professional Development ◽  
Best Practices ◽  
Narrative Inquiry ◽  
Teacher Professional Development ◽  
Professional Growth ◽  
Practical Knowledge ◽  
School Principal ◽  
Personal Practical Knowledge ◽  
Ell Students ◽  
Teacher Professional

This paper employs narrative inquiry (Clandinin & Connelly, 2000) as the methodology to uncover a school principal’s experiences and perceptions related to ELL teacher professional development. It recognizes educators’ personal practical knowledge as the greatest driving force in their professional growth. Through reflecting on her professional development experiences and narrating her personal practical knowledge in action, this study has provided some practical considerations in designing and enacting ELL teacher professional development. More often than not, teacher professional development focuses on the “best practices” and “research-based programs,” but provides little input from the recipients about their experiences and perspectives. This study strives to break this prevalent model of professional development by gearing towards how an educator/administrator perceives the problems in teacher professional development for ELLs and how to best address their problems. It is hopeful that this study will shed important light on how to construct positive professional development that benefits teachers and ELL students both theoretically and practically.

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