scholarly journals Prospect and Practice of Teacher Induction in Nepal

2021 ◽  
pp. 119-128
Author(s):  
Kabita Khadka
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Induction ◽  
Developing Country ◽  
Professional Growth ◽  
Induction Program ◽  
Secondary Sources ◽  
The World ◽  
Teachers Professional Development ◽  
Descriptive Method

The process of converting pre-service teaching into an in-service teacher is known as induction and this technique of teachers’ professional growth has been gaining momentum in the world of teacher education throughout the world. Nepal is a developing country and it has not started the teacher induction program formally yet. This study is an attempt to investigate the role and prospect of teacher induction. The study employed a descriptive method and used secondary sources to make arguments. For the argumentation, the study at first makes a claim and it is supported by already published literature. Those secondary sources of data comprise previous researchers, journals, and other standard publications. The study found that using induction, teachers around the world developed their professional abilities and their inhibitions and disappointments were removed since they got an opportunity to collaborate with professional teachers, it has become a life-long experience and different features and components of it made it more reliable and valid. The study suggests that it is extremely necessary to introduce a teacher induction program in all levels of education and if can be done teachers’ professional development can be practically achieved.

scholarly journals Client Analysis in Teacher Education: What Some Canadian and South African Teachers Identify as their Professional Development Needs

2001 ◽  
Vol 18 (2) ◽  
pp. 78 ◽  
Author(s):  
Ruth Epstein
Keyword(s):  
Professional Development ◽  
South Africa ◽  
Teacher Education ◽  
South African ◽  
Teacher Educators ◽  
Language Teachers ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Professional Development Needs ◽  
Teachers Professional Development

The client analysis conducted in this study explores the professional development needs of11 language teachers, five in South Africa and six in Canada. The study employs a questionnaire and interviews to discover how each teacher's background and context affects his or her perceived professional development needs. Interviews show that teacher educators cannot necessarily predict teachers' professional development needs based on their backgrounds and contexts alone. A variety of inputs from recipients over an extended time is desirable and would yield more accurate predictability of an individual's professional development needs. This would result in teacher education programs that more accurately meet a teacher's real needs.

scholarly journals Preparing Globally Competent Teachers: A Paradigm Shift for Teacher Education in Ghana

2020 ◽  
Vol 2020 ◽  
pp. 1-9
Author(s):  
John Kwasi Annan
Keyword(s):  
Teacher Education ◽  
Rural Areas ◽  
Professional Growth ◽  
Thinking Skills ◽  
Poor Quality ◽  
Critical Thinking Skills ◽  
School Level ◽  
Teacher Competence ◽  
Secondary Sources

It is well known that quality and positive school outcomes are determined by teacher competence, sensitivity, and motivation which are summed as teacher quality. The role teachers play in shaping society requires that training of same must be of utmost priority of governments. With reference to the relevance of archival materials, the study relied mostly on observation and secondary sources of data with content analysis on training of teachers in Ghana. This study identified various elements that contribute to the quality of teachers which ultimately increases the quality of education. These included quality assurance of teacher education, initial training of teachers, deployment processes, professional growth, compensation, and regulatory bodies that ensure standards and compliance. The article also found out that low investments in teacher education, allowing nonprofessional graduates to teach, poor living, and working condition are deterrent to teachers from accepting postings to rural and deprived areas; lack of regular and consistent training for professional development and poor motivation packages for teachers are some of the reasons for poor quality in the education delivery at the basic school level. The study then advocates that teachers must be trained strictly by educational institutions only, aptitude test must be used to recruit teachers, intensify curricula reform to address critical thinking skills in teachers, institute regular development training for teachers, and motivate teachers who accept postings to rural areas.

scholarly journals Teacher Induction in Schools as Learning Communities: Successful Pathways to Teachers’ Professional Development in a Diverse School Serving Students Living in Poverty

2020 ◽  
Vol 12 (17) ◽  
pp. 7146
Author(s):  
Rocío García-Carrión ◽  
Maria Padrós Cuxart ◽  
Pilar Alvarez ◽  
Ainhoa Flecha
Keyword(s):  
Professional Development ◽  
Learning Communities ◽  
Teacher Induction ◽  
New Teachers ◽  
Single Case ◽  
Community Members ◽  
Qualified Teachers ◽  
Dialogic Approach ◽  
School Model ◽  
Teachers Professional Development

Teacher induction has been an object of interest in teacher education and professional development, mostly as a result of the analysis of the difficulties faced and the coping strategies developed by newly qualified teachers. However, the specific mechanisms to facilitate teachers’ induction when being appointed by schools working under challenging contexts have been less explored. This study aims to explore the potential of a community-based school model named Schools as Learning Communities to induct new teachers and to help them embrace the school’s project. A single case study was conducted in a high-poverty school located in Barcelona (Spain). Data collection included observations and interviews with teachers and the school management team. Findings highlight two main features of the school model that facilitate teacher induction: the dialogic approach to teachers’ professional development and the participation of family and community members in the school, which operates as a pedagogical resource. Furthermore, our results reveal this model as a successful pathway for the new teachers to embrace the school mission and to become agents of transformation who contribute to the project’s sustainability. The study offers lessons on how to support the induction of teachers who join diverse schools serving students living in poverty.

Promoting Teacher Professional Development through Online Task-Based Instruction

2010 ◽  
Vol 1 (4) ◽  
pp. 52-65 ◽  
Author(s):  
María Elena Solares-Altamirano
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Online Education ◽  
Teacher Development ◽  
Online Course ◽  
Task Definition ◽  
Teacher Professional ◽  
Based Instruction ◽  
Task Based Instruction ◽  
Teachers Professional Development

The importance of teachers in the success of Task-Based Language Teaching (TBLT) is unquestionable. However, designing a teacher course on TBLT raises many questions concerning ‘what’ and ‘how’ it can be implemented. Can teachers’ professional development be promoted through Task-Based Instruction (TBI)? This paper explores this question by examining the design and implementation of an online course for teacher development on TBLT at the National Autonomous University of Mexico. This paper proposes a task definition for teacher education and develops a framework for TBI in online teacher education. The tasks, suggested framework for professional development, and potential of online education resulting from the interaction tools used in this course also provide insights into the development of online TBI for teacher education.

Equipping Teacher Educators for Digital Teaching and Learning

2019 ◽  
pp. 119-139
Author(s):  
Pradeep Kumar Misra
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Continuing Professional Development ◽  
Good Teacher ◽  
Policy Documents ◽  
Good Education ◽  
Innovative Strategies ◽  
The World

Considering that teachers are central to good education and teacher educators are central to good teacher education, it is logical that due care must be taken to equip teacher educators for digital teaching and learning. In fact, continuing professional development of teacher educators in terms of digital teaching and learning is a necessity of our times. Extending these arguments, the chapter, that is mainly based on the review and analysis of policy documents and practices as well as other available literature and statistics related to teacher educators, begins with discussions on role and importance of teacher educators, details the need and promises of preparing teacher educators for digital teaching and learning, delves upon practices of and challenges before teacher educators to master digital teaching and learning, and ends with presenting innovative strategies to empower teacher educators for the world of digital teaching and learning.

Prospects and Challenges of Social Studies Teachers Professional Development in Nigeria

2017 ◽  
pp. 138-161
Author(s):  
Adetola Elizabeth Oyewo ◽  
Samuel Uwem Umoh
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Social Studies ◽  
Citizenship Education ◽  
School Curriculum ◽  
Social Competency ◽  
The People ◽  
Teachers Professional Development ◽  
Oriental Studies ◽  
Second World

Social Studies as a subject was introduced in several countries to meet certain specific needs and aspirations of the people. In Britain for instance, Social Studies was introduced into the school curriculum after the first and second world wars, as a panacea for social problems (Edinyang & Ubi, 2013). While in America, Social Studies was introduced with the intent of social competency and citizenship education (Adeshina, 2013, 2010). Social Studies is called different names in different countries, such as cultural studies, oriental studies, environmental education/studies, citizenship education or social science (Amos, 2014). In this chapter Social Studies in Nigeria is discussed with a focus on teacher education and professional development.

scholarly journals The Relation between Science Student Teachers’ Approaches to Studying and Their Attitude to Reflective Practice

2018 ◽  
Vol 11 (4) ◽  
pp. 54
Author(s):  
Rifat Efe
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Student Teachers ◽  
Reflective Practice ◽  
Study Skills ◽  
Science Student ◽  
Approaches To Studying ◽  
Teachers Professional Development ◽  
Pearson Correlations ◽  
Academic Year

In this study, the relation between science student teachers’ approaches to studying and their attitude to reflective practice were investigated. The participants were 345 science student teachers on teacher education course during 2015-2016 academic year. The data was collected through Approaches and Study Skills Inventory for Students (ASSIST) and Student Teachers Attitude to Reflective Practice questionnaires. Pearson correlations and multiple regressions were used to analyse the data. The study found that the participant science student teachers’ approaches to studying were significant predictors for their attitude to reflective practice. The findings have important implications for student teachers’ professional development while they are training to become teachers.

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