scholarly journals Integrated Continuing Professional Teacher Development (CPTD) Model

2021 ◽  
Author(s):  
Nisi Thusi ◽  
King Costa
Keyword(s):  
South Africa ◽  
Personal Development ◽  
Basic Education ◽  
Teaching Profession ◽  
School Level ◽  
South African Council ◽  
Quality Of Teaching ◽  
Educator Development ◽  
District Offices

CPTD (Continuing Professional Teacher’s Development) is the method of recording and reporting the skills, qualifications and knowledge acquired by teachers when they work. The purpose of this model is to present a holistic and integrated approach to current initiatives of educator development. This approach connects efforts of the Basic Department of Education, which is the custodian and regulator of educator development in South Africa. The model is made up of 4 Tiers or levels which sequentially feed into each other in a progressive manner. The first Tier represents the fundamental principles of CPTD at the Department of Basic Education. The aim is to constantly improve the quality of teaching and learning by empowering, motivating and training educators using a standardised CPTD programme. The second Tier ensured that the principles set by the Department of Basic Education are advanced through a statutory body within the sector, known as South African Council of Educators (SACE). There is mandate is monitor and manage the CPTD system as the core function to enhance the teaching profession in South Africa. In order to uphold the educator/ teaching profession, SACE prescribes that each educator produce a Personal Development Plan (PDP) file as part of the CPTD system and Portfolio of Evidence (PoE). This PoE provides evidence for the three-year development cycle, with accumulation of required CPTD points. This process of collection and maintenance of professional development points is stored in an Integrated Quality Management System (IQMS), an electronic/computer system managed directly from the SACE offices. The system is access control and login details are provided by SACE to educators who complete. More details about the outcomes of the CPTD programme are discussed under Tier 4. The third Tier represent execution stage which is incumbent on the Education District Offices. The intervention and the role of the Education District Offices (EDS) is to ensure compliance at school level including registration of all educators within the schooling system with SACE. The EDS is also required to keep data of how many educators have gone through CPDT programme in line with PDP so as to meet the mandate of the Department of Basic Education with regard to professionalization of the education system. As such, they role is further to provide coordination of CPTD activities at district level, including enrolments of educators on CPTD programmes, sourcing and organising CPTD events and workshops. The 4th tier in this integrated model culminates in the attainment of the objectives of CPTD programme. At this level, implementation, having been coordinated already at Tier 3, is now “practicalised” through involvement of selected schools, school management teams and targeted beneficiaries – who are the educators. The completion of the level is attained through three important outcomes:1.Improved quality of teaching and learning2.Producing of Personal Development Plans and PDP files for educators3.Improved educator’s Knowledge, Skills and Abilities (KSAs – Competencies)

scholarly journals ¿Qué es ser profesional docente?

10.14201/2812 ◽  
2009 ◽  
Vol 10 ◽  
Author(s):  
Jaime Sarramona López ◽  
Juana Noguera Arrom ◽  
Julio Vera Vila
Keyword(s):  
Personal Development ◽  
Development Process ◽  
Teaching Profession ◽  
Distinctive Features ◽  
Quality Of Teaching ◽  
Professional Quality ◽  
Recent Debate ◽  
Key Issues ◽  
Points Of View

RESUMEN: En este trabajo se pretende repensar algunos puntos claves del debate reciente sobre la profesionalización docente, analizando en concreto las tres cuestiones siguientes: ¿Qué es una profesión? ¿Cuáles son los rasgos diferenciales de la misma? ¿En qué medida podemos afirmar que el profesorado cumple los requisitos convencionales de las profesiones? Aunque hay un acuerdo generalizado acerca de la necesidad de mejorar el status profesional de la enseñanza, no hay coincidencia en la forma de conseguirlo. Para entender las diferentes posiciones, se analizan, además, los conceptos de profesionalismo y profesionalización, y se destaca la importancia de la formación como un proceso de desarrollo personal y profesional. Por último se tratan aspectos relacionados con la salud laboral y las enfermedades profesionales.ABSTRACT: This article proposes to rethink some of the key issues of the recent debate about the teaching profession, through the analysis of three specific aspects: What is a profession? What are its distinctive features? To what extent can we say that teachers are satisfying the demands of the profession? Although there is a general agreement about the need to improve the professional quality of teaching, there doesn't seen to be a way to achieve it. In order to understand the different points of view, there will also be an analysis of the notions of professionalism and professionalization, with an emphasis on the importance of formation as professional and personal development process. To conclude, the issues of laboral health and professional illnesses will be dealt with.

scholarly journals Level teaching of the English language in schools of Kazakhstan: perception and understanding of the reform by teachers

2020 ◽  
Vol 100 (4) ◽  
pp. 136-144
Author(s):  
A Litovkina ◽  
◽  
D Zhorabekova ◽  
A Issabekov ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
General Education ◽  
English Language ◽  
Language Teaching ◽  
International Standards ◽  
English Language Teaching ◽  
School Level ◽  
Teaching English ◽  
Quality Of Teaching

This article is devoted to the analysis of the current state of level teaching of the English language in schools in Kazakhstan. The introduction of the Common European Framework of References for Languages in the process of foreign language education in Kazakhstan entailed significant changes that made it possible to im-prove the quality of teaching English, bring it closer to international standards, and ensure its competitiveness at the global level. However, research has shown that in order to achieve this goal, it is necessary to take into account the awareness and opinion of teachers. This article is an exploratory study examining the application of CEFR in the English language teaching system in general education schools in Kazakhstan, with emphasis on the knowledge and opinions of teachers. The article also provides a brief overview of world experience in the practical application of the principles of CEFR in teaching English. This study used a survey for English teachers as the primary data collection method. The results of the study showed that there are difficulties at the school level that affect the final result of proficiency in English language teaching. Nevertheless, thanks to the adopted language policy, the country is undergoing a progressive development of foreign language ed-ucation and purposeful work is being carried out to ensure the quality of teaching English, which is reflected in almost all program documents for the development of education.

The Impact of Class Size on the Quality of Teaching and Learning — A Review

1973 ◽  
Vol 17 (3) ◽  
pp. 239-250 ◽  
Author(s):  
Leslie R. Eastcott
Keyword(s):  
Class Size ◽  
Teaching And Learning ◽  
Teaching Profession ◽  
Complex Issue ◽  
General Attitude ◽  
The Real ◽  
Quality Of Teaching ◽  
The Impact

This paper reviews some of the salient research into the complex issue of the impact of class size on the quality of teaching and learning. It describes the general attitude of the teaching profession towards class size and discusses some of the claims made regarding the influence of the variable on teaching and learning. Some evidence is presented to illustrate the nature of the profession's stand on the issue. It is acknowledged that the real impact of class size is much less clear than is implied by the normal assertions regarding its importance, and some of the important literature is examined to illustrate this point. From the discussion several suggestions emerge for desirable procedures in the further investigation of this area.

scholarly journals Analisis Kegiatan Kelompok Kerja Guru Pendikan Agama Islam Sekolah Dasar di Kecamatan Ilir Barat Satu Palembang

2020 ◽  
Vol 3 (1) ◽  
pp. 44-49
Author(s):  
Edi Rismawan ◽  
Akmal Hawi ◽  
Fajri Ismail
Keyword(s):  
Elementary School ◽  
Learning Process ◽  
Age Factors ◽  
Teaching Profession ◽  
School Level ◽  
School Activities ◽  
Secondary Sources ◽  
Pedagogical Competence ◽  
Processing Techniques

The teacher component has a very important role especially at the elementary school level and is the main key to the success of improving the quality of education, especially in the learning process in the classroom. For this reason, the ability of teachers needs to be improved and developed through various efforts, including through education, training and professional development such as KKG. With this, researchers are interested in researching about the KKG PAI Elementary School Activities as a forum for improving the teaching profession in the IB-1 district of Palembang. This research is a qualitative descriptive study with a phenomenological, sociological, and scientific approach. The data source of this study consisted of primary and secondary sources. Data collection techniques were carried out using interviews,participatory observation, documentation, and reference tracing. Qualitative data analysis / processing techniques use 3 stages: 1) data reduction, 2) data display, and 3) data verification. The research findings are, First, the implementation of the KKG PAI SD activities in the IB-1 Kec district of Palembang, carried out in 2 (two) forms, namely routine meetings held at least once a month and incidental meetings held in accordance with the planned time period. The Second Effects of the KKG PAI Elementary School Activity in Kec IB-1 Palembang has an impact on increasing the pedagogical competence of PAI SD teachers in improving the quality of the learning process in the classroom. Third, member contributions are divided into three parts, namely contributions in the form of material, energy and ideas. The four factors supporting the implementation of KKG PAI elementary school activities in Kec IB-1 Palembang, among others: (a) educational factors, (b) age factors, (c) motivational factors. Factors inhibiting the implementation of the KKG PAI SD activities in Kec IB-1 Palembang, include: (a) lack of enthusiasm from the teachers, (b) not getting permission, (c) funding factors, (d) IT mastery factors that have not been maximally and evenly distributed.  

scholarly journals Peran Supervisi Kepala Sekolah dalam Mengembangkan Profesionalitas Guru Madrasah

MADRASAH ◽  
2016 ◽  
Vol 8 (2) ◽  
pp. 12
Author(s):  
Nurul Lail Rosyidatul Mu'ammaroh
Keyword(s):  
Personal Growth ◽  
Teaching And Learning ◽  
School Curriculum ◽  
Teaching Profession ◽  
Educational Goals ◽  
Learning Situation ◽  
Quality Of Teaching ◽  
Principal Task ◽  
Teaching Situations

<p><em>The supervision essentially contains several main activities, namely the continuous coaching, professional ability development of personnel, improvement of teaching and learning situation with the final target achievement of educational goals and personal growth of students. Supervision done by headmaster as supervisor is to help teachers improve teaching situations in a broad sense. One of the tasks in order to improve the quality of teaching in schools is to develop and analyze the curriculum applied in school. In order to analyze the school curriculum, the principal task is to help teachers improve the teaching profession.</em></p>

THE EFFECTIVENESS OF EXTERNAL WHOLE-SCHOOL EVALUATION ON UNDERPERFORMING SECONDARY SCHOOLS IN THE MPUMALANGA PROVINCE

2016 ◽  
Vol 12 (2) ◽  
pp. 49-68
Author(s):  
Richard Siphamandla Ryan Mathaba ◽  
Nirmala Dorasamy ◽  
Kudayja Mohammed Parker
Keyword(s):  
Quality Assurance ◽  
Secondary Schools ◽  
Teacher Development ◽  
School Evaluation ◽  
Mpumalanga Province ◽  
Whole School ◽  
Quality Of Teaching ◽  
Educator Development ◽  
Teaching Learning

The study was conducted in the Mpumalanga province and focused on a sample of 18 externally evaluated underperforming secondary schools across all four districts of the province. The schools obtained an average pass rate of less than 30% in the 2011 Grade 12 examinations. The main objectives of the study were to analyse the purpose of whole-school evaluation (WSE) from a quality assurance perspective; to investigate the significance of a key component of WSE, namely assessing the quality of teaching, learning and educator development; to analyse the Grade 12 results of externally evaluated underperforming secondary schools pre- and post-evaluation; to analyse monitoring and evaluation reports for changes in teaching, learning and teacher development, as well as to identify factors impeding teaching, learning and teacher development in underperforming secondary schools. WSE is a system of evaluating the performance of schools as a whole. Corporate contribution to improve performance is measured, rather than simply the performance of individual staff members. Furthermore, WSE is one intervention to move schools that are in a critical situation along the path to becoming effective schools. Guidelines for quality assurance in education, especially at school level, are underpinned by the nine areas for evaluation (AFEs), namely basic functionality of the school (AFE1), leadership, management and communication (AFE2), governance and relationships (AFE3), quality of teaching and learning, and educator development (AFE4), curriculum provisioning and resources (AFE5), learner achievement (AFE6), school safety, security and discipline (AFE7), school infrastructure (AFE8), and parents and the community (AFE9). The mixed methods approach was used. This approach made it easy to reconcile findings through triangulation and complementing qualitative and quantitative data (both primary and secondary). The study relied on secondary data (external WSE reports and Grade 12 results), as well as primary data obtained from questionnaires administered to school management teams (SMTs) of the sampled underperforming secondary schools. The study revealed the great level of acceptance of the external WSE process by SMTs in Mpumalanga province’s underperforming secondary schools, as a means of quality assurance in order to achieve improvement. Furthermore, it revealed the extent to which improvement and development in the underperforming schools occurred as a result of the external WSE process. It was found that the results of seventeen of the 18 schools (94.4%) had improved. Furthermore, the study confi rmed that what was revealed in the external WSE as areas for development came as a revelation to SMTs. As a result, the manner in which teaching, learning and teacher development (AFE4) as a key component of WSE is viewed by teachers and SMTs, has been positively influenced.

scholarly journals Technological Resources for Lifelong Learning of Teachers in the Digital Era: An Analysis from the Learning Ecologies

2019 ◽  
pp. 481-489
Author(s):  
Alba Souto-Seijo ◽  
Iris Estevez ◽  
Mercedes Gonzalez-Sanmamed ◽  
Patricia Romero
Keyword(s):  
New Media ◽  
Teaching Profession ◽  
Pedagogical Practice ◽  
Training And Education ◽  
Digital Era ◽  
Quality Of Teaching ◽  
New Forms Of Work ◽  
The Relationship ◽  
Learning Ecologies

Permanent education has become not only a requirement, but an unavoidable necessity to respond to the requirements of the school, as a precise change for the quality of teaching and teacher training (Imbernón, 2014). The need for a permanent education is driven and/or promoted by the changes that society is generating, simultaneously, in the training and education processes, since the incorporation of ICT in these processes has caused a change in the relationship between the didactic components. Therefore, pedagogical practice must adopt new forms of work that adapt to the new training needs. Consequently, it can be said that education does not remain external to changes and incorporates new media in its didactic relationship, which causes a redefinition of the teacher’s work and, surely of the teaching profession, of its formation and its development professional (Sangrà González Sanmamed, 2011).

scholarly journals MANAGEMENT PANEL, THE QUALITY OF TEACHING AND COMMITMENT TO THE ACHIEVEMENT OF MALAY LANGUAGE IN SABAH STATE

2019 ◽  
pp. 373-383
Author(s):  
Latifah Ayang ◽  
Mohamad Khairuddin Abdullah
Keyword(s):  
Multiple Regression ◽  
Pearson Correlation ◽  
Teaching Experience ◽  
Teaching Profession ◽  
National Language ◽  
Work Commitment ◽  
Management Committee ◽  
Quality Of Teaching ◽  
Positive Significant Correlation

This study was conducted to identify the management panel, the quality of teaching and teachers' commitment to the achievement of the Malay language in Sabah. Management panel is seen in the aspects of the committee’s management principles, self- properties and self-management skills. While the quality of teaching is seen from the dimensions of teaching preparation, a teaching presentation, and behavioral aspects. Other than that, the variable of working commitments is seen in terms of its Willingness to remain in the organization, teaching profession commitment and commitment to the students. In this study, the researcher used the Taylor Scientific Management Theory, Vroom Theory, and Side Bet Theory. The researcher has collected 335 questionnaires that have been answered among teachers who teach Malay Language and representative to all high schools in Sabah by using group sampling, cluster sampling, and simple random sampling. While the data were analyzed using SPSS for Windows version 25.0. One-way ANOVA test, Pearson correlation, and multiple regression analysis were used to analyze the data collected. This study found that there are significant differences in the management committee, the quality of teaching and work commitments based on teaching experience, but there were no significant differences in management committee based on academic qualifications. In terms of connectivity, it is found that there is a positive significant correlation between the management committee and the achievements of Malay Language. While the variable in the quality of teaching was a positive significant correlation with Malay Language achievement. Thus, there was also a significant relationship between work Commitment and the achievement of the Malay language. Multiple regression tests showed that there was a significant influence between the work commitment with the achievement of the Malay Language. The researcher also suggested that the authorities should force together to ensure the achievement of students in the Malay Language is always excellent in line with the Malay language as the National Language.

scholarly journals Contribuições do CHIC para identificar o significado do Pibid na formação inicial de professores de matemática

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
MARIA APARECIDA SILVA DE SOUZA ◽  
SADDO AG ALMOULOUD
Keyword(s):  
Teacher Training ◽  
Undergraduate Students ◽  
Basic Education ◽  
Teaching Profession ◽  
Integration Theory ◽  
Multidimensional Data ◽  
Initial Formation ◽  
Initial Teacher Training ◽  
Scholarship Program

ResumoEste trabalho objetiva mostrar parte dos resultados de uma pesquisa. Se insere no campo da formação inicial de professores e nasceu das reflexões acerca do Pibid (Programa Institucional de Bolsas de Iniciação a Docência) no curso de Licenciatura em Matemática. O programa, tem por finalidade apoiar a iniciação à docência de estudantes licenciandos, visando valorizar o magistério e contribuir para a elevação do padrão de qualidade da educação básica, pela integração: teoria, prática e universidade e escola. Para examinar os discursos, utilizamos a Análise de Dados Multidimensionais, empregando o método de análise de similaridade viabilizado pelo software CHIC: Classificação Hierárquica, Implicativa e Coesitiva. A análise pertmitiu afirmar que os significados são positivos para a formação inicial dos estudantes de Matemática. O Pibid contribuiu para o aprimoramento da formação desses sujeitos, oportunizando a prática, a reflexão sobre a prática, integrandotais significados em atividades de pesquisa e divulgação científica. Palavras-Chave: Pibid; Formação de professores; CHIC.AbstractThis work aims to show part of the results of a research. It is inserted in the field of initial teacher training and was born from the reflections about the Pibid (Institutional Scholarship Program) in the Mathematics Undergraduate course. The purpose of the program is to support the teaching of undergraduate students, in order to enhance the teaching profession and contribute to raising the standard of quality of basic education through integration: theory, practice and university and school. To examine the discourses, we used Multidimensional Data Analysis, using the method of similarity analysis made possible by the CHIC software: Hierarchical, Implication and Coefficient Classification. The analysis allowed affirming that the meanings are positive for the initial formation of the students of Mathematics. The Pibid contributed to the improvement of the training of these subjects, providing the practice, the reflection on the practice, integrating these meanings in activities of research and scientific dissemination.Keywords: Pibid; Teacher training; CHIC. 

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