scholarly journals Research on Fragmentation Learning of Primary School Chinese Teachers Based on WeChat

2018 ◽  
Vol 6 (12) ◽  
pp. 189-196
Author(s):  
Decheng Zhang ◽  
Jinxin Chen ◽  
Mingxia Zhang ◽  
Caigen Zhou
Keyword(s):  
Professional Development ◽  
Primary School ◽  
Lifelong Learning ◽  
Professional Growth ◽  
Smart Phone ◽  
Personal Space ◽  
Third Party ◽  
Chinese Teachers ◽  
Other Information ◽  
The Impact

Teacher learning is characterized by informal learning and lifelong learning. Mobile devices and personal space in the information environment provide convenient conditions for the professional development of teachers. China's WeChat uses smart phone terminals as a platform to realize fast and two-way communication of voice, video, pictures, text, location and other information through the network. WeChat friends circle function, users can publish text, pictures and videos at any time, and become a record of life, A handy tool for sharing information with friends. This study uses case study methods, using Python and third-party library jieba, to analyze the text information of a primary school Chinese teacher WeChat friends circle, and assist in interviews and other methods to study the impact of fragmented learning on the professional growth of primary school Chinese teachers. Teachers can consciously improve their moral cultivation, establish a lifelong learning conviction, focus on their own professional development, be good at reflection, and actively carry out teaching reform. This leads to the general conclusion that teachers have a high degree of professional development consciousness and are practitioners of lifelong learning; fragmented and mixed learning is the most important form of learning for teachers; reflection is the best way for teachers to grow; innovative practice To be a smart teacher is the goal of the teacher.

scholarly journals Career Counselling – Essential Part of the Personal and Professional Development Process for the Students and Young Reserchers in the Engineering Field

2020 ◽  
Vol 25 (0) ◽  
pp. 71-77
Author(s):  
Simona Magdalena Hainagiu ◽  
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Soft Skills ◽  
Skills Training ◽  
Training Programme ◽  
Career Counselling ◽  
The Sustainable Development ◽  
Wide Range ◽  
Professional Profile ◽  
The Impact

Career counselling is an important process in the personal and professional development of young professionals. In a continuously changing labour market, the graduates in the engineering field have been rapidly become conscious that the technical abilities are only the core of their professional profile, and the need to add a wide range of soft skills become mandatory prerequisites imposed by the human resources services in the recruiting companies. Our research investigated the impact of a soft skills training programme developed in the framework of a European Union funding project. The results revealed a vivid interest of young researcher in the engineering filed for the personal and professional growth especially for the development of communication and teamwork abilities. The professional counselling activities are a largely integrated component among the activities and the general intervention directions proposed by the European funding projects revealing a real need for the sustainable development of these support activites.

From the Conference to the Classroom: Elevating Short-Term Professional Development for Lifelong Learning

2019 ◽  
Vol 33 (1) ◽  
pp. 24-28
Author(s):  
Justin J. West
Keyword(s):  
Professional Development ◽  
Lifelong Learning ◽  
Long Range ◽  
Professional Growth ◽  
Music Teachers ◽  
High Impact ◽  
Short Term

Short-term or “one shot” professional development experiences are sometimes deemed less effective because they lack mechanisms for deep and ongoing engagement. Using the music conference as an example, I outline a simple framework on how music teachers might nevertheless use short-term professional development experiences as an impetus for long-range and high-impact professional growth.

Using ePortfolios to Facilitate Professional Development Among Pre-Service Teachers

2011 ◽  
pp. 340-357 ◽  
Author(s):  
Gail Ring ◽  
Sebastian Foti
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Teacher Education Program ◽  
College Of Education ◽  
Small Population ◽  
Electronic Portfolio ◽  
Single Class ◽  
Elementary And Secondary Education ◽  
Electronic Teaching ◽  
The Impact

The purpose of this study was to examine an electronic portfolio project as it was implemented in a teacher education program in a College of Education to determine how these electronic teaching portfolios affect a student’s professional development. Much of the recent portfolio research discusses portfolio implementation in an anecdotal manner, focusing on studies undertaken in a single class, or with a small population of pre-service teachers. This study investigated the implementation of an electronic portfolio project throughout a four-year period, collecting data from students enrolled in the Early Childhood, Elementary, and Secondary Education programs. It explored the impact the development of an ePortfolio had on the professional growth of these students.

Does Research-Based Professional Development Make a Difference? A Longitudinal Investigation of Teacher Learning in Technology Integration

2009 ◽  
Vol 111 (5) ◽  
pp. 1195-1241 ◽  
Author(s):  
Chrystalla Mouza
Keyword(s):  
Professional Development ◽  
Teacher Learning ◽  
Professional Growth ◽  
Development Program ◽  
Multiple Sources ◽  
Design Data ◽  
The Impact ◽  
Over Time ◽  
Continual Learning

Background/Context Although there is a growing body of literature on the characteristics of effective professional development, there is little direct evidence on the extent to which these characteristics influence teacher learning and practice. In particular, few studies exist to date that demonstrate the impact of technology-focused professional development on teacher learning and practice. Even fewer studies have examined teacher learning for more than a year to understand the sustainability and growth of professional development gains. Purpose The purpose of this study is to examine the long-term impact of research-based professional development on teacher learning and practice with respect to technology. Analysis is based on data collected from 7 urban teachers 2 years after their participation in a yearlong, technology-focused professional development program. Follow-up data are compared with data collected by the author during the teachers’ participation in professional development to (1) investigate the sustainability and growth of teachers’ learning, (2) identify the conditions that facilitated or hindered teachers’ capacity to further develop their thinking, knowledge, and practice with regard to technology, and (3) map the trajectory of teachers’ learning over a 3-year period. Research Design The study employed a qualitative multiple case study design. Data were collected from multiple sources that included teacher interviews, surveys, classroom observations, and collection of artifacts. Two outcomes were defined as critical measures of long-term learning: sustainability and growth. Findings/Results Results indicated that participation in research-based professional development fostered sustained changes in teachers’ educational technology knowledge, ability to design and implement technology-supported experiences for students, and beliefs toward teaching and learning with technology. In two cases, these changes became the basis for continual learning and led to ongoing professional growth. Further, findings revealed three factors that influenced teacher learning over time: (1) student characteristics, (2) access to resources, and (3) social support and opportunities for collaboration with peers. Conclusions/Recommendations Findings of the study suggest that participation in professional development that is grounded in the currently accepted best practices can impact teacher learning and practice. They also offer insights into the process by which teachers modify their knowledge, practices, and beliefs and the conditions that influence learning over time. Further, they provide new lenses for analyzing teacher learning that suggest looking more closely into the interactive relationship between practices and beliefs, as well as the ways in which classroom experience influences continual learning and change.

scholarly journals The impact of place-based pedagogy on teachers' professional identities, instructional decisions, and collaborations

2020 ◽  
Author(s):  
◽  
Julie Sheerman
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Community Partnerships ◽  
Pedagogical Practices ◽  
Instructional Decisions ◽  
Professional Identities ◽  
Development Experience ◽  
Instructional Perspective ◽  
Meaningful Experiences ◽  
The Impact

This design study uses a design-based, formative approach to consider teachers' understanding and use of place-based pedagogical practices. The study focuses on teachers' awareness, understanding and use of place as they implemented classroom instruction and built a professional development experience for colleagues. The research spans three months as the team of six teachers (colleagues at a local district) planned, implemented, and reflected on place-based pedagogical shifts. At the heart of the research is the question of how a place-based instructional perspective impacts teaching and professional growth. Ultimately, findings suggest that this group, both collectively and individually, has come to value place as it affects meaningful understanding. Not satisfied with strictly textbook-driven instruction, this team has developed ways to expand school walls, create meaningful experiences for educational colleagues and secure community partnerships valuable to all aspects of this professional growth. These teachers believe that understandings of the importance of place will transcend course titles and school boundaries in order to actively engage learners.

scholarly journals Formation of Personnel Potential of an Enterprise Through the Development of Creative Abilities of the Staff

2021 ◽  
Vol 4 (519) ◽  
pp. 310-315
Author(s):  
I. M. Tanasiuk ◽  
◽  
S. M. Kirsho ◽  
Keyword(s):  
Professional Development ◽  
Lifelong Learning ◽  
External Environment ◽  
Future Events ◽  
Creative Abilities ◽  
Methodological Principles ◽  
The Impact ◽  
A Company ◽  
Practical Recommendations ◽  
Scientific Achievements

The article is aimed at substantiating the theoretical and methodological principles of formation of personnel potential of the enterprise and elaborating practical recommendations for the development of creative abilities of staff. On the basis of systematization and generalization of existing scientific achievements, the concept of personnel potential, features of its formation in modern conditions are considered. The factors that influence the formation of personnel potential of enterprises in Ukraine are analyzed. The problems of formation of personnel potential of companies capable of creative response to changes in the external environment, analyzing large amounts of information, determining the impact and interaction of various factors and anticipating future events in the market are researched. Positive examples of procedures for the formation of personnel potential from the experience of modern enterprises are presented. As a result of the study, it was determined the need to create partnerships between the State and enterprises, so that conditions for the development of creativity can be formed, and it is proclaimed that the development of creative abilities of the enterprise’s staff allows to increase the innovativeness of a company and the country in general. The article defines that the necessity to meet the education of personnel with modern trends requires the organization of lifelong learning, which involves combining and updating the necessary knowledge, skills and abilities in order to adapt to modern processes for the sake of continuous professional development. The methods for development of creativity of the enterprise’s staff aimed at overcoming thinking stereotypes that interfere with the development of creativity in modern conditions are proposed. A special place is given to the problem of maintaining the performance of the enterprise’s staff in the context of the COVID-19 pandemic.

scholarly journals Building Community in Triads Involved in Science Teacher Education: An Innovative Professional Development Model

2012 ◽  
Vol 21 (2) ◽  
Author(s):  
Todd Campbell
Keyword(s):  
Professional Development ◽  
Science Teacher ◽  
Science Teachers ◽  
Professional Growth ◽  
Mixed Methods Research ◽  
Science Teacher Education ◽  
Pilot Project ◽  
National Standards ◽  
Service Science ◽  
The Impact

This article describes a pre-service and in-service science teacher joint professional development pilot project. It is intended to strengthen the community and facilitate professional growth for triad members involved in the professional development of pre-service science teachers. Through a summer workshop and follow-up monthly meetings, this project connected the clinical experiences of the pre-service teachers with the joint professional development of both the pre- and in-service teachers. A mixed-methods research design was used to investigate the impact of this project. Results indicated that this model was successful in aligning with characteristics of effective professional development derived from national standards documents and professional development literature. Additionally, through engaging pre- and in-service teachers in the co-creation of modules, which were subsequently enacted in classrooms, collaborative positioning occurred whereby the pre- and in-service teachers were found more equally sharing and co-negotiating responsibilities in the classroom. This article describes the need for this project and provides an in-depth description of each component of the project enacted, as well as additional findings supportive of its effectiveness.

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