scholarly journals Continuous Professional Development: A Source of Appropriate Learning Activities for Students

2019 ◽  
Vol IV (III) ◽  
pp. 466-473
Author(s):  
Muhammad Ali Shaikh ◽  
Stephen John ◽  
Kamal Haider
Keyword(s):  
Professional Development ◽  
Teaching Practices ◽  
Research Study ◽  
Continuous Professional Development ◽  
Quantitative Approach ◽  
Learning Activities ◽  
Classroom Teaching ◽  
Teachers Training ◽  
The Impact

The purpose of this research study was to analyze the impact of professional development courses on teaching practices of the teachers A quantitative approach was adopted to solve the query, a questionnaire having close-ended questions was developed to collect data. The population of the study was teachers' trainers and heads of the institutions. The purpose of including trainers was to understand what types of courses offered by the teachers training institutes while inclusion heads to know about the changes found in the personalities of the teachers after attending a course. The analysis of collected data reveals that training institutes are offering general courses instead of subject-oriented courses, and resultantly teachers are unable to have appropriate subject related activities during their classroom teaching. Therefore, it is recommended that subject-oriented professional development courses should be designed for the teachers who will ultimately help teachers in using more appropriate activities during their teaching

scholarly journals The interactive whiteboard: A transitional technology supporting diverse teaching practices

2010 ◽  
Vol 26 (4) ◽  
Author(s):  
Arthur Winzenried ◽  
Barney Dalgarno ◽  
Jacqueline Tinkler
Keyword(s):  
Professional Development ◽  
Secondary Teachers ◽  
Teaching Practices ◽  
Teaching Practice ◽  
Interactive Whiteboards ◽  
Teacher Perspectives ◽  
Classroom Teaching ◽  
Software Training ◽  
The Impact ◽  
Pedagogical Changes

<span>This article describes the findings of a qualitative study investigating teacher perspectives on the impact of interactive whiteboards (IWBs) on their classroom teaching practice, using intensive case studies focusing on six primary and secondary teachers from two rural schools. The study found that all teachers were enthusiastic, had seen improvements in student engagement, and were able to develop and evolve their IWB teaching strategies through explicit reflection. However, there was considerable diversity both in the ways in which the IWB was used and in the degree to which teachers changed their classroom teaching practices. Whereas some (Glover and Miller, 2001; Kennewell, 2006) have been critical of IWB adoption without clear pedagogical transformation or without utilisation of all IWB features, we argue that one of the IWB's key benefits is that it can be used initially without requiring a big shift in pedagogy but that it may gradually afford more major pedagogical changes over a longer period of time. These findings are important for the design of professional development in schools because with such a diversity of perceived IWB affordances, effective professional development is more likely to take the form of informal practice sharing than of specific hardware or software training.</span>

scholarly journals Language Assessment Literacy and the Professional Development of Pre-Service Language Teachers

2019 ◽  
Vol 21 (2) ◽  
pp. 243-259
Author(s):  
Frank Giraldo ◽  
Daniel Murcia Quintero
Keyword(s):  
Professional Development ◽  
Research Study ◽  
Language Assessment ◽  
Language Teachers ◽  
Assessment Literacy ◽  
Teaching Programme ◽  
Assessment Design ◽  
Development Of Language ◽  
The Impact ◽  
The Relationship

Language Assessment Literacy (LAL) research has focused on defining the knowledge, skills, and principles that the stakeholders involved in language assessment activities are required to master. However, there is scarce research on the relationship between LAL and the professional development of language teachers. Therefore, this exploratory action research study examined the impact of a language assessment course on pre-service teachers in a Colombian language teaching programme. Data were collected through questionnaires, interviews, teacher and researcher journals and class observations. The findings show that the course promoted theoretical, technical and operational dimensions in the language assessment design practices of the participants. In addition, it enhanced their LAL and professional development. Consequently, this study contends that the LAL course changed language assessment perceptions radically and encouraged pre-service teachers to design assessments conscientiously, a feature not explicitly stated in LAL research involving this group of stakeholders elsewhere.

Information Superhighway and Continuous Professional Development for the Networked Teachers

2018 ◽  
pp. 1761-1776
Author(s):  
Asli Lidice Gokturk Saglam
Keyword(s):  
Professional Development ◽  
Communities Of Practice ◽  
Online Communities ◽  
Continuous Professional Development ◽  
Learning Networks ◽  
Personal Learning ◽  
Impact Of Technology ◽  
Online Communities Of Practice ◽  
The Impact

This chapter focuses on the impact of technology on teacher training through online communities of practice (CoP) and investigates its potential for facilitating continuous professional development for the educators who can create personal learning networks on the web. Wenger's Community of Practice Theory (1998) and Garrison et al.'s (2000) Community of Inquiry (CoI) are explored as underlying theories of CoP. Furthermore, examples of online communities of practice will be briefly enlisted. The chapter will provide brief information how online learning is operationalized within the confines of CoP. The chapter will also discuss role of online communities of practice for teachers' continuous professional development with reference to current literature, explore challenges and focus on suggestions and avenues for further research.

scholarly journals A Two-prong Approach for Enhancing Teaching and Learning for 21st Century skills Development in Oyo State, Nigeria

2020 ◽  
Vol 2 (1) ◽  
Keyword(s):  
Professional Development ◽  
Secondary Schools ◽  
21St Century ◽  
Teaching And Learning ◽  
Formal Education ◽  
Survey Design ◽  
Instructional Delivery ◽  
Continuous Professional Development ◽  
Professional Development Of Teachers ◽  
The Impact

Formal Education in the 21st Century is focused on the development of learners’ skills and competencies essential to navigate the complexities and uncertainties of the age. Effective acquisition of these skills in the school is predicated on adequate provision of technological resources, adequate school infrastructure and continuous professional development of teachers for innovative instructional delivery. Therefore, this study was carried out to investigate the extent to which infrastructural provisions and continuous professional development of teachers in secondary schools in Nigeria support the development and acquisition of 21st Century teaching and learning skills. The study which adopted the impact of school infrastructure on learning by Barrett et al.as a conceptual framework, used descriptive survey design. Two self-constructed instruments were used to collect data from (20) selected secondary schools, (50) teachers and (200) students. Data were analysed using frequency count, percentage score, mean, and standard deviation. Findings showed that the schools visited lack infrastructural provisions, the teachers do not have the requisite skills and the students are not aware of any other means of learning different from the conventional styles offered by their teachers. Therefore, this study offered a two-prong approach of immediate provision of technological infrastructure for schools and the development of teachers’ professional skills through focused training targeted at enhancing their technological instructional delivery skills.

scholarly journals Effectiveness of TESOL Teachers Continuous Professional Development: Perspectives form Oman

2021 ◽  
Vol 12 (1) ◽  
pp. 1
Author(s):  
Khadija Al Balushi
Keyword(s):  
Professional Development ◽  
Student Learning ◽  
Teacher Quality ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Teaching Profession ◽  
Continuous Professional Development ◽  
Ministry Of Education ◽  
Family Responsibilities ◽  
The Impact

Teacher continuous professional development (CPD) is perceived as a significant way of improving schools, increasing teacher quality, and enhancing student learning (Vangrieken et al., 2017; Day, 1999). Therefore, educational scholars and policy makers demand CPD opportunities for teachers to help them enhance their knowledge and develop new instructional practices. However, the effectiveness of CPD initiatives and the impact they have on teaching and learning is questionable as reported by many research studies both locally in Oman and internationally (e.g. Al-Balushi, 2017; Antoniou & Kyriakides, 2013). This paper reports the findings of a study, which critically examined the effectiveness of the CPD activities run by the Ministry of Education-Oman for TESOL teachers and the impact of these activities in improving schools, increasing teacher quality and improving the quality of student learning. Data were collected using questionnaires, observations, semi structured and focus-group interview with EFL teachers in Oman. The findings revealed that a number of factors affect English teachers’ CPD in Oman; some of these factors facilitate teachers access to CPD and its’ success while others inhibit that. The data indicates that CPD timing and location can facilitate teachers’ access to CPD while workload and family responsibilities are key inhibitors to CPD access. The findings further showed that suitability and relevance of CPD activity in terms of the topics presented in it and the ideas discussed was reported as an important factor to effective CPD whereas CPD done by unqualified teacher educators can hinder the success of CPD. The study further indicated that the centralised top-down nature of the current CPD system seems to negatively affect the success of CPD in the in-service TESOL context in Oman. The findings suggest that the role of teachers themselves in the provision of CPD is significant; the way teachers are currently marginalized and seen as grateful recipients of CPD do not provide the conditions for intelligent and responsive teaching profession

Impact of Value Education in Personal Behaviour of Students: A Case Study of Nepal

2019 ◽  
Vol 2 (3) ◽  
pp. 1-8
Author(s):  
Bharat Kumar Shrestha ◽  
Pooja Gupta
Keyword(s):  
Quality Of Life ◽  
Teaching Practices ◽  
Basic Education ◽  
Quantitative Approach ◽  
Individual Values ◽  
Practice Level ◽  
Significant Difference ◽  
The Impact

Values are certain characteristics which affect the behaviour and characters of an individual. Values are a kind of standard principles that are used to judge the worth of an idea or action. They provide the criteria by which we decide whether something is good or bad, right or wrong. Values are taught by the value education of school. In Nepal, there is separate course of value education in basic education (grade 6 to 8). The main aim of this study was to explore the impact of value education in personal behaviour of students. The study was conducted in three districts (Dolkha, Kavre and Chitwan) of Nepal among the 600 students and teachers. The study was based on the quantitative approach. The result shows that the value education had taught basic qualities of life like Honesty, hard work, respect for others, cooperation, compassion, and forgiveness. It has brought the positive change in personal behaviour of students. Though, they reported the need of improvement in teaching practices because there was significant difference between the importance level and practice level of value education to teach the quality of life to change in personal behaviour.

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