scholarly journals Competencies and professional development needs of kindergarten teachers

2020 ◽  
Vol 3 (7) ◽  
pp. 69-81
Author(s):  
Phoebe L. Gallego ◽  
Manuel E. Caingcoy
Keyword(s):  
Professional Development ◽  
Learning Environment ◽  
Content Knowledge ◽  
Kindergarten Teachers ◽  
Assessment Instrument ◽  
High Extent ◽  
Professional Needs ◽  
Professional Development Needs ◽  
High Level ◽  
Very High

The study identified the level of competencies and the extent of professional development needs of kindergarten teachers in the Sultan Kudarat Division, during the school year 2019 - 2020. The study employed a descriptive method. The study involved 54 kindergarten teachers in the division in accomplishing the 12-item self-assessment instrument. Data were analyzed using descriptive statistics. The results revealed that kindergarten teachers have a high level of competencies in content knowledge and pedagogy, learning environment and diversity of learners, curriculum and planning, and assessment and reporting. These indicate that they possess almost all of the competencies of efficient teachers. Results further revealed a very high extent of professional needs in content knowledge and pedagogy and the learning environment and diversity of learners, while they had a high extent of professional needs in the remaining domains. Since they reported very high priorities in content knowledge and pedagogy and the learning environment and diversity of learners, these areas would be the main considerations in the crafting of a professional development plan.

scholarly journals THE TEACHERS’ KNOWLEDGE ABOUT NEW PRESCHOOL CURRICULUM

2021 ◽  
Vol 6 (38) ◽  
pp. 01-12
Author(s):  
Abdul Halim Masnan ◽  
Muhammad Haziq Mohd Sharif ◽  
Masayu Dzainuddin ◽  
Hafsah Taha ◽  
Mohd Mokhzani Ibrahim ◽  
...  
Keyword(s):  
Professional Development ◽  
Private Sector ◽  
Kindergarten Teachers ◽  
Experienced Teachers ◽  
Good Knowledge ◽  
Years Of Experience ◽  
Ministry Of Education ◽  
Preschool Curriculum ◽  
Level Of Knowledge ◽  
High Level

The new preschool curriculum in Malaysia is known as the National Preschool Standard-Based Curriculum (NPSC) (Revised 2017) requires knowledgeable, well-skilled and more experienced teachers in its implementation. This study aimed to identify the teachers’ level of knowledge about the new preschool curriculum from the private sector. A total of 269 private kindergarten teachers in a Selangor district were randomly selected as respondents. They were asked to respond to the questionnaire and the data collected were then analysed descriptively. Overall findings showed that the majority of those private kindergarten teachers had a High Level of knowledge about the new preschool curriculum. The demographic details also revealed that the majority of private kindergarten teachers had more years of experience, but half of them did not have any professional qualifications and not involved in professional development. In conclusion, these findings explained that though half of the private kindergarten teachers do not meet the professional criteria, they have good knowledge of NPSC (Revised 2017). This study has suggested that further research relating to the preschool curriculum is needed and provides supportive information to the Ministry of Education (MOE) and local private kindergartens.

scholarly journals The Professional Development Needs of Mathematics Teachers in Saudi Arabia

2012 ◽  
Vol 6 (1) ◽  
pp. 114
Author(s):  
Abdullah Suliman Al-Balawi ◽  
Radman Mohammed Saeed
Keyword(s):  
Professional Development ◽  
Saudi Arabia ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Mathematics Teachers ◽  
Grade Level ◽  
Knowledge Domain ◽  
Pedagogical Content ◽  
Mathematical Teaching ◽  
Professional Development Needs

This study aimed at determining the professional development needs of mathematics teachers in Saudi Arabia. The sample of the study contained 643 teachers and 39 supervisors of four districts of education across Saudi Arabia. The survey addressed two domains of professional development: content knowledge in mathematics, and pedagogical content knowledge. The study found that, in the domain of content knowledge for professional development, the most frequently occurring topics were as follows: Topological concepts and their applications, spherical geometry and its applications; mathematical problems solving; mathematical logic, reasoning, and proof; and, limits and continuity and their applications. In the domain of pedagogical content knowledge, participants defined areas of deficit across thirteen topics. Included in these were: Mathematical teaching for students with special needs; mathematical teaching for gifted students; lab use in teaching mathematics, etc. Two-way ANOVA indicated that there were significant differences in means of mathematics teachers’ needs for professional development in favor of supervisors vs. mathematics teachers in the pedagogical content knowledge domain alone. While there were no significant differences in the means of the need for professional development for mathematics teachers related to their teaching grade level or to the interaction between job and grade level in both domains. 

Using the Technological, Pedagogical, and Content Knowledge Framework to Design Online Learning Environments and Professional Development

2009 ◽  
Vol 41 (3) ◽  
pp. 319-346 ◽  
Author(s):  
Aaron Doering ◽  
George Veletsianos ◽  
Cassandra Scharber ◽  
Charles Miller
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Learning Environment ◽  
Learning Environments ◽  
Content Knowledge ◽  
Inservice Teachers ◽  
Online Learning Environment ◽  
Online Learning Environments ◽  
Knowledge Framework ◽  
Knowledge Domains

In this article we sought to understand how social studies teachers' metacognitive awareness of their technological, pedagogical, and content knowledge (TPACK) changed after their participation in a program that consisted of: (a) professional development for the use of an online learning environment; and (b) using an online learning environment in their classrooms. Inservice teachers who went through the TPACK-based program experienced considerable movement within the TPACK diagrammatic knowledge domains and expressed positive and encouraging comments regarding their knowledge domains portrayed within the TPACK framework. Quantitative and qualitative results are shared along with implications of designing professional development, online learning environments using TPACK, and advancing the TPACK framework itself.

scholarly journals Features of Professional Health of a Teacher at Different Stages of Professional Development

2018 ◽  
Author(s):  
A Pecherkina ◽  
R Muslumov
Keyword(s):  
Professional Development ◽  
Work Experience ◽  
Emotional States ◽  
School Teachers ◽  
Self Assessment ◽  
Development Level ◽  
Emotional Component ◽  
Professional Health ◽  
High Level ◽  
Very High

The article presents the results of a study of the professional health of a teacher at different stages of professional development. 270 school teachers participated in the study. The research methods were selected in accordance with the defined components of the teacher’s professional health: motivational (questionnaire ”Motivation for success” (T. Ehlers), questionnaire ”Motivation to avoid failures” (T. Ehlers)), emotional(questionnaire «Self-assessment of emotional states» (H. Eysenck), questionnaire «Empathy» (A. Mehrabyan)) and reflective (differential reflexivity test (D.A. Leontiev, Y.N. Osin), method of the diagnostic of the development level of reflexivity (A.V. Karpov)). The sample was divided into groups in accordance with the stages of professional development: 0 to 5 years of work experience in school - the adaptation stage; 6 to 15 years - primary professionalization; 16 to 25 years - secondary professionalization; over 25 years – mastery. It is established that the motivational component of a teacher’s professional health is characterized by a moderately high and average motivation for success and a high and very high level of avoidance of failures. The emotional component of a teacher’s professional health is characterized by a low level of frustration and aggressiveness,a high level of anxiety and an average level of rigidity and effective empathy. The reflective component of a teacher’s professional health is characterized by average indicators of the level of development of reflexivity and systemic reflection, as well as low indicators of introspection and quasi-reflection. As professionaldevelopment occurs, the intensity of the indicators of motivational, emotional and reflective components of a teacher’s professional health changes. It is characterized by increasing motivation for success, increased level of anxiety, increased level of rigidity, development of systemic reflection. Keywords: health, teacher’s professional health, teacher’s professional health structure, motivational component of teacher’s professional health, emotional component of teacher’s professional health, reflective component of teacher’s professional health

scholarly journals Professional Development Needs Of English Language Teachers In Malaysia

2011 ◽  
Vol 7 (1) ◽  
Author(s):  
Koroush Khandehroo ◽  
Jayakaran Mukundan ◽  
Zhinoos Kamal Alavi
Keyword(s):  
Professional Development ◽  
English Language ◽  
Language Teachers ◽  
Ministry Of Education ◽  
Instructional Skills ◽  
Professional Development Needs ◽  
English Language Teachers ◽  
Close Cooperation ◽  
Very High ◽  
Shed Light

This study surveyed the professional development (PD) needs of school English language teachers at Melaka State in Malaysia. With close cooperation with the Department of Language at the Ministry of Education, the whole population of English language teachers had been studied on their types of professional development needs in instructional skills. The data showed that 99% of the English language teachers perceived that they needed professional development at some level while only about 1% stated no need to any types of PD activities. Nearly 50% indicated their need for PD to be very high or high. Maintaining language skills, assessing students, and using cooperative learning were respectively the first, second and third instructional skills for which teachers indicated very high or high levels of need for PD. The quantitative data also shed light on how PD needs were related to the demographic factors of the participants. The results of this study would give insightful feedback to the administrators of the Language Department in Malaysia to better design PD activities with more developmental outcomes.

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.

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