scholarly journals SCHOOL-BASED TEACHER DEVELOPMENT PROGRAMS IN SECONDARY SCHOOLS IN SRI LANKA

2018 ◽  
Vol 6 (5) ◽  
pp. 190-200 ◽  
Author(s):  
Senevirathna Bandara
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Teacher Development ◽  
School Context ◽  
Research Approach ◽  
Sri Lankan ◽  
Development Programs ◽  
Attitudes And Practices ◽  
School Based ◽  
Teacher Professional

Teacher professional development is the ‘key’ of the developing students’ quality of the outcomes in the 21st century. Under such a situation, teachers have to update and intensify their knowledge, skills, attitudes and practices according to students’ current expansive demand. In this context, School-Based Teacher Professional Development is a very important concept, because it allows teachers to plan, organise and implement their own professional development programs, considering their particular needs, as well as those of students and school. However, this concept has not been extensively developed in the Sri Lankan education context. Focusing on the Sri Lankan secondary school context, this study examines the possibilities, effectiveness, strategies, issues and challenges involved in implementing these programs in the teachers’ professional development. Simultaneously, the situation of the Non-School-Based Teacher Development programs are also examined because these are currently prominent and this study assumed that both programs need to be integrated in order to provide balanced teacher professional development. The qualitative research approach and the case-study method has been employed. The data were collected by conducting interviews, non-participative observation and sample-based documentary searching. According to the findings, strong recommendations were proposed and relevant guidelines were suggested for future researches.

“School banding”

2017 ◽  
Vol 55 (6) ◽  
pp. 686-701 ◽  
Author(s):  
Daphnee Hui Lin Lee ◽  
Chi Shing Chiu
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Principal Leadership ◽  
School Context ◽  
Effective School ◽  
Content Type ◽  
Leadership Attributes ◽  
School Based ◽  
Teacher Professional ◽  
School Based Management

Purpose The purpose of this paper is to explore how principals’ leadership approaches to teacher professional development arise from school banding and may impact upon teacher professional capital and student achievement. Design/methodology/approach The case study is situated within the context of school-based management, comprising reflective accounts of nine school principals selected by stratified sampling from a sample of 56 Hong Kong schools to represent Bands One, Two, and Three schools. The reflective accounts were triangulated with observations of teachers and analysis of school websites. Findings First, under school-based management, principals remain obliged to recognize the power of state-defined examinations in determining the schools’ future priorities. Second, the exercise of school autonomy in response to this obligation varies, depending upon the competitive advantage schools have in the school banding system. Ideally, effective school-based management is dependent upon the principal’s capacity to facilitate good instructional practices. However, principals need to adjust their leadership practices to school contextual demands. Third, adaptations to contexts result in the varied developments of teacher capacities in schools, corresponding with the types of principal leadership adopted. Originality/value While statistical studies have identified attributes of exemplary principal leadership, few studies have examined the qualitative reasons for the exemplification of these attributes, and the influence of the school context in shaping these attributes. Departing from assumptions that leadership attributes are intrinsic to individuals, this paper considers how principals contextualize leadership in teacher professional development to the schools’ student academic achievement.

scholarly journals Teachers As Learners: Implications Of Adult Education For Professional Development

2009 ◽  
Vol 6 (7) ◽  
Author(s):  
Amy Beavers
Keyword(s):  
Professional Development ◽  
Adult Education ◽  
Transformative Learning ◽  
Teacher Professional Development ◽  
Teacher Development ◽  
Critical Element ◽  
Development Programs ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Teacher Professional

Effective communication with teachers is a critical element of any successful professional development.  Teachers are the foundational component of any educational system.  It is vital that adequate attention is focused on appropriate and effective training of these teachers.  Ideally, professional development offers a means of collaborative support and training to collectively conquer challenges facing teachers both in and out of the classroom.  The need for continued professional development is widely accepted.  Certainly, programs based on high-quality and meaningful teacher development can affect teachers’ skills and attitudes in the classroom, further increasing the quality of education the students receive.  There are numerous resources and studies detailing the components of effective professional development; however, these models can be quite extensive and potentially overwhelming to an administrator who already has enough tasks to occupy their time.  By incorporating a few basic principles established within the field of adult education, teacher professional development can dramatically increase its effectiveness.  This paper outlines very briefly some of these concepts and offers simple and applicable suggestions for teacher professional development programs such as: the characteristics of adult learners, self-directed learning, transformative learning and critical reflection.

The “Whole Approach”: An Investigation of a School-Based Practicum Model of Teacher Professional Development in ICT

2005 ◽  
Vol 32 (4) ◽  
pp. 341-351 ◽  
Author(s):  
Margaret Lloyd ◽  
Campbell McRobbie
Keyword(s):  
Professional Development ◽  
Field Study ◽  
Case Studies ◽  
Teacher Professional Development ◽  
Effective Teacher ◽  
Development Programs ◽  
School Based ◽  
Teacher Professional ◽  
Integration Of Ict ◽  
Professional Development Programs

The question of what makes for effective teacher professional development in ICT is an enduring one. In a recent study in Queensland (Australia), we visited 19 rural and regional schools and interviewed teachers, administrators and ICT coordinators to find that a school-based practicum was effective in impacting the practice and beliefs of individual teachers. This article, through reference to our field study findings and briefly describing four of its case studies, concludes that the practicum's success is related to the situative nature of this professional development. The findings of the study have implications for professional development programs aimed at increasing the use and integration of ICT in classrooms.

Teacher Education: study on professional development in Productions published on the CAPES journals portal

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Luiz Anselmo Menezes Santos ◽  
Antônio Hamilton Dos Santos ◽  
Viviane Novaes de Souza ◽  
Hudson Leonardo Cordeiro de Moura
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
School Context ◽  
Review Of The Literature ◽  
Scientific Publications ◽  
Education Study ◽  
Teacher Professional ◽  
Knowledge Type ◽  
New Instruments ◽  
Selection Of

This study aimed to identify and analyze scientific publications related to training that address professional development. It was based on the selection of articles from the CAPES Journal Portal database, in which 12 references were analyzed. Among the main authors that supported this work, choose: (Garcia, 1999), (André, 2017), (Alarcão, 2014), (Gatti & Barreto, 2009) who have a great contribution in research on teacher professional development. The methodology used, according to (Morosini & Fernandes, 2014), stands out as a review of the literature, of the state of knowledge type. The results show that it is necessary for the teacher to develop professionally, always renewing his knowledge, overcoming the difficulties present in the school context, introducing new instruments and mechanisms so that the classes have more meanings and senses and consequently a solidification in relation to the - students' learning, thus contributing to the existence of comprehensive training.

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 Designing teacher professional development programs to support a rapid shift to digital

2020 ◽  
Author(s):  
Tania Heap ◽  
Ruthanne Thompson ◽  
Adam Fein
Keyword(s):  
Professional Development ◽  
Blended Learning ◽  
Teacher Professional Development ◽  
Development Program ◽  
Future Research ◽  
Effective Teacher ◽  
Development Programs ◽  
Global Pandemic ◽  
Teacher Professional ◽  
The Impact

AbstractFrom a design perspective, this paper offers a response to the impact, value, and application of a manuscript published by Philipsen et al. (Improving teacher professional development for online and blended learning: A systematic meta-aggregative review. Educational Technology and Research Development, 67, 1145–1174. 10.1007/s11423-019-09645-8, 2019). Philipsen et al. (2019) reviewed what constitutes an effective teacher professional development program (TPD) for online and blended learning (OBL), with our response focusing on its value and application in light of an emergency shift to digital to address a global pandemic. This paper also proceeds to examine limitations in previous research into the subject and future research opportunities to investigate important components that inform the design of a resilient and scalable TPD for OBL.

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