scholarly journals Critical Incidents for Teachers’ Professional Development

2018 ◽  
Vol 5 ◽  
pp. 82-88
Author(s):  
Khem Raj Joshi
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Critical Incident ◽  
Critical Incidents ◽  
Teacher Professional ◽  
Teachers Professional Development ◽  
Future Reference

 Analysis of critical incidents is one of the approaches of teacher professional development. A critical incident is any unplanned event which takes place during the class. It is something we interpret as a problem or challenge in a particular context, rather than a routine occurrence. The incident is said to be critical because it is valuable and has some meaning. In other words, incidents happen but critical incidents are created because of their importance. Teachers can critically analyze any of their lessons and can make a particular event critical by reflecting on it. The teachers ask not only what happened but also why it happened. They then use the incidents for future reference. This article deals with the benefits of critical incidents and the ways to analyze them, which lead to successful teacher professional development.Journal of NELTA Surkhet,  Vol. 5 January, 2018f, Page: 82-88

Early Childhood Teacher Professional Development in Physical Education and Its Impact on Preschooler Motor Development

2021 ◽  
pp. 16-32
Author(s):  
Cristina Honrubia Montesinos ◽  
Pedro Gil-Madrona ◽  
Luisa Losada-Puente
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Physical Education ◽  
Teacher Professional Development ◽  
Motor Development ◽  
Early Childhood Teachers ◽  
Early Childhood Teacher ◽  
Personal Perspective ◽  
Teacher Professional ◽  
Teachers Professional Development

Physical education in early years makes a unique contribution to the learning experience of children and support physical, cognitive, and social development. Teacher plays an essential role, but early childhood teacher professional development remains unclear. Literature review has shown that it is influenced by individual and social factors. Teacher professional development may have an impact on student motor development in this stage. The objectives of this chapter were to study early childhood teachers' professional development in PE and to analyze the influence and impact of early childhood teachers' professional development on their students' motor development. This chapter describes the results and conclusions of two different studies which have been developed. They highlighted that the variables that affect professional development are initial training and professional development, external perception of physical education, and personal perspective. Furthermore, findings have revealed that these three variables condition their students' motor development most.

Implementation of the Chain Reaction Project in Georgia

2019 ◽  
pp. 70-81
Author(s):  
Marika Kapanadze
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Science Education ◽  
Science Teaching ◽  
Teacher Professional Development ◽  
State University ◽  
Chain Reaction ◽  
Teacher Professional ◽  
Teachers Professional Development ◽  
The Impact

Ilia State University (ISU) is one of Georgia's leading universities in teacher education and has taken part in a number of EU funded projects aimed at implementing new approaches to science teaching in Georgia, including those with an inquiry-based science education (IBSE) focus. This chapter gives an overview of the Chain Reaction project in Georgia, including discussion of the teacher professional development scheme, the perceptions of teachers following participation and implementation of the project, and the impact of Chain Reaction on students' motivation and teachers' professional development.

scholarly journals Teachers Professional Development at Public Campuses: Attitude and Practice

2019 ◽  
Vol 9 ◽  
pp. 65-76
Author(s):  
Dinesh Panthee
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Teaching And Learning ◽  
Academic Excellence ◽  
The Public ◽  
Qualitative Research Design ◽  
Attitude And Practice ◽  
Teacher Professional ◽  
Teachers Professional Development ◽  
Depth Interviews

 Teacher Professional Development is a process of improving both the teachers' academic excellence and acquisition of greater competence and efficiency. It helps to develop various kinds of professional skills, knowledge, techniques, and ICTs used in teaching and learning. The purpose of this study was to find out the attitude and practice of teachers on teacher professional development in public campuses. It also aimed to find out the existing policies and provisions regarding the modalities of teachers' professional development at public campuses. This study was based on a qualitative research design with phenomenological methods. The participants of the study were two teachers of the different public campuses of Rupendehi district. They were selected using a purposive sampling method. The data were collected by taking in-depth interviews of the participants using unstructured guideline questions. The interview questions were directed to the participant's experiences, feelings, beliefs, and convictions about the theme in the research questions. The findings of this study revealed that teachers’ professional development is the most important factor for improving teachers professionally, academically, and technically but professional development activities of the public campuses are not satisfactory.

Innovations in the Use of Technology and Teacher Professional Development

2010 ◽  
pp. 169-189 ◽  
Author(s):  
Donald E. Scott ◽  
Shelleyann Scott
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Learning And Teaching ◽  
Use Of Technology ◽  
Teachers And Students ◽  
Teacher Professional ◽  
Teachers Professional Development ◽  
The University ◽  
Enhanced Learning ◽  
Programme Delivery

This chapter explores the innovative uses of technology for teachers’ professional development as well as its impact in the classroom on learning and teaching. Two international case studies are included. The first outlines technological innovations in graduate programme delivery within the university context in Canada. The second case presents a multi-dimensional professional development initiative in Australia which has influenced teachers’ and students’ learning. Two models are described: the macrooriented “Webs of Enhanced Practice” that addresses the professional development of educators and experts; and the micro-oriented “Webs of Enhanced Learning” focusing on the learning occurring at the classroom level. These two models represent innovations in the use of technology as they conceptualise the eclectic use of multi-modal, varied technologies to advance the professional development of communities of learners.

Teacher Professional Development Practices

2010 ◽  
pp. 77-95 ◽  
Author(s):  
Norbert Pachler ◽  
Caroline Daly ◽  
Anne Turvey
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Development Project ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
Community Based ◽  
Professional Development For Teachers ◽  
Wide Scale ◽  
Teacher Professional ◽  
Teachers Professional Development

This chapter discusses the need for new models of teachers’ professional development in the context of established and emerging technologies and socio-constructivist theories of teacher learning within online and other communities. The authors present the current contexts affecting professional development in England and discuss the significance of the shift towards collaborative and community approaches to teachers’ learning. The authors argue that transformation is a key, though troublesome, concept in considering the aims of professional development for teachers’ use of technologies in their everyday practice. They explore these ideas by presenting the case of the Transformation Teachers Programme (TTP), a wide-scale teachers’ development project carried out in a London borough by Haringey City Learning Centre (CLC), and they examine how this project has implemented new approaches to Information and Communications Technology (ICT) and teachers’ professional development, based on collaborative experimentation, enquiry and risk-taking within online and other community-based arrangements.

scholarly journals Reflecting Critical Incident as a Form of English Teachers’ Professional Development: an Indonesian Narrative Inquiry Research

2019 ◽  
Vol 5 (2) ◽  
pp. 101-118
Author(s):  
Alberik Ryan Tendy Wijaya ◽  
Paulus Kuswandono
Keyword(s):  
Professional Development ◽  
Qualitative Research ◽  
Narrative Inquiry ◽  
Critical Incident ◽  
Critical Incidents ◽  
English Education ◽  
Rapid Development ◽  
English Teachers ◽  
Professional Experiences ◽  
Teachers Professional Development

ABSTRACTAmidst the rapid development of English teaching, teacher’s professional development (TPD) is crucial for English teachers. It has been discussed in the TESOL Summit 2018 in Jakarta that the teachers demanded a TPD approach which facilitates them in sharing professional experiences with other teachers. This qualitative research would like to investigate the effectiveness of reflection with critical incident theory (CIT) framework as a form of TPD which many studies have found effective to fulfil that demand and yet, rarely discussed in the context of Indonesia. Based on the reviewed literature, this research applied guided reflection and interview to gather the data. The gathered data were then analysed using open-, axial-, and selective coding. From the triangulated data, five themes related to TPD were extracted. One theme is dedicated to discussing two unique cases. Overall, by reflecting their critical incidents, all of the participants could understand their experience deeper and thus, making it meaningful. Therefore, this research suggests that the utilization of reflection using CIT framework must be investigated further in a bigger scope with bigger participants and more frequencies of reflection. ABSTRAKDi tengah pesatnya perkembangan pengajaran bahasa Inggris, pengembangan profesionalisme guru (TPD) penting bagi guru Bahasa Inggris. Telah didiskusikan dalam TESOL Summit 2018 di Jakarta bahwa para guru menginginkan sebuah pendekatan TPD yang memfasilitasi mereka untuk berbagi pengalaman profesional dengan guru lainnya. Penelitian kualitatif ini ingin menginvestigasi keefektifan refleksi dengan kerangka teori peristiwa kritis (CIT) sebagai bentuk TPD yang mana banyak studi telah menemukan keefektifan untuk memenuhi permintaan tersebut, akan tetapi jarang didiskusikan di dalam konteks Indonesia. Berdasarkan tinjauan pustaka, penelitian ini mengaplikasikan refleksi terpandu dan wawancara untuk mengumpulkan data. Data yang telah terkumpul dianalisis dengan menggunakan open-, axial-, dan selective coding. Dari data yang telah ditriangulasi, terekstrak lima tema terkait TPD. Satu tema didedikasikan untuk mendiskusikan dua kasus unik. Secara keseluruhan, dengan merefleksikan peristiwa kritis, semua partisipan mampu memahami pengalaman mereka secara lebih mendalam dan oleh karenanya, membuat pengalaman tersebut bermakna. Maka dari itu, penelitian ini menganjurkan agar penggunaan refleksi dengan kerangka CIT diinvestigasi lebih lanjut dalam skala yang lebih besar dengan lebih banyak partisipan dan frekuensi refleksi yang dilakukan.     How to Cite: Wijaya, Alberik R. T., Kuswandono, P. (2018). Reflecting Critical Incident as a Form of English Teachers’ Professional Development: an Indonesian Narrative Inquiry Research. IJEE (Indonesian Journal of English Education), 5(2), 1-15. doi:10.15408/ijee.v5i2.10923

scholarly journals Action Research and Teachers’ Professional Development: Examples and Reflections

2019 ◽  
Vol 2 (3) ◽  
pp. p37
Author(s):  
Osama Al-Mahdi
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Teacher Professional Development ◽  
Professional Learning ◽  
Development Program ◽  
Teachers College ◽  
Potential Benefits ◽  
Teacher Professional ◽  
Teachers Professional Development ◽  
Professional Capacity

Teacher professional development had received a growing interest in the past decades due to their importance in improving teachers' knowledge, skills and values. There are various approaches and types of teachers' professional development. This paper begins by discussing the definition, characteristics and models of teachers’ professional development. Then it outlines some ideas related to teacher professional learning communities (PLCs), communities of practice (CoPs), mentoring and coaching. Next, the paper focuses on action research as one of the widely used approaches in both research and teacher professional development. The potential benefits of action research in building teachers’ professional capacity is presented next. The paper concludes with a discussion about the implications of utilizing action research in the educational development program for school principals in Bahrain Teachers College.

Examining Teachers' Professional Development for Promoting Inclusive Education in Displacement

2019 ◽  
pp. 260-278 ◽  
Author(s):  
Gwadabe Kurawa
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Inclusive Education ◽  
Professional Learning ◽  
Quality Education ◽  
Education For All ◽  
Teacher Professional ◽  
Teachers Professional Development ◽  
Improve Student Learning

Inclusive education, in most countries affected by an emergency or crisis, is focused on providing access to quality education for all children. Provision of quality education for all children, as discussed in much literature about education, is very much dependent on teacher quality. Improving and sustaining the quality of teaching is equally determined by the type of training and professional development offered to teachers. Teachers, however, in emergency contexts such as in the Northeast of Nigeria, may be recruited to improve student learning, having received little or no relevant training. Therefore, professional learning for teachers that is intended to offer them opportunities for immediate and sustained improvement in practice is, this chapter argues, needed in such emergency contexts. This chapter therefore analyses teacher professional development that can improve the standard of education for all children and then assesses the effect of this development in practice in the Northeast of Nigeria.

IN-SERVICE SCIENCE TEACHERS’ PROFESSIONAL DEVELOPMENT TARGETED TO PROMOTE STUDENT UNDERSTANDING OF CORE SCIENTIFIC CONCEPTS

2021 ◽  
Author(s):  
Kārlis Greitāns ◽  
◽  
Dace Namsone ◽  
Keyword(s):  
Professional Development ◽  
Teacher Learning ◽  
Teacher Professional Development ◽  
Science Teachers ◽  
Conceptual Understanding ◽  
Service Science ◽  
Education Student ◽  
High Quality ◽  
Teacher Professional ◽  
Teachers Professional Development

This review study includes 19 articles from 2016 to 2021 focusing on in-service science teachers’ professional development targeted to promote student conceptual understanding. The present study is guided by the following research question: “What characterizes high-quality in-service science teachers’ professional development targeted to promote student conceptual understanding?” The review indicates that such classroom practices as modelling, questioning, and arguing from evidence are perspective ways to develop student conceptual understanding in science classrooms. A mixture of input, application, and reflection; long-term involvement of participants; focus on the question how to foster transfer from teacher professional development into participants’ everyday work characterize high quality teacher professional development interventions that develop and support inquiry practices. Results suggest that teacher professional development that is sensitive to teacher learning needs is a way to develop student conceptual understanding. Keywords: in-service teacher professional development, science teacher education, student conceptual understanding, teacher learning

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