scholarly journals Teacher Professional Development through Harezmi Educational Model

2021 ◽  
Author(s):  
Tuba Kıvanç Contuk ◽  
◽  
Derin Atay ◽  
Keyword(s):  
Professional Development ◽  
Online Survey ◽  
Process Development ◽  
Study Data ◽  
Educational Model ◽  
Whole Process ◽  
Service Training ◽  
Teacher Professional ◽  
Group Interviews ◽  
Problem Solving Process

Harezmi Educational Model, a national model first piloted in 2016, is based on the inclusion of multi-disciplines, use of computational skills in the problem-solving process, development of life skills, and using robotics, coding, and game designs in learning. Teachers interested in implementing this model are expected to attend in-service training for several weeks to gain theoretical knowledge and practical skills. The purpose of the present study is to explore how the whole process, from the training to implementation in class stages, has affected teachers’ beliefs, perceptions, and attitudes regarding teaching. Sixteen teachers participated in this study. Data came from an online survey with 11 open-ended questions and online focus group interviews. In the analysis, the recurring themes were determined through content analysis, and themes that emerged at the beginning and end were compared. The results suggested that besides developing a critical eye on their own teaching, teachers improved their collaboration skills and observed an increase in their autonomy. This study is an attempt to address a gap in the field concerning this model and how this model has the potential to contribute to the professional development of teachers.

Online Communities of Practice as Vehicles for Teacher Professional Development

2012 ◽  
pp. 142-166 ◽  
Author(s):  
Maria Meletiou-Mavrotheris
Keyword(s):  
Professional Development ◽  
Online Communities ◽  
Online Community ◽  
Statistics Education ◽  
Successful Implementation ◽  
Geographically Dispersed ◽  
Service Training ◽  
Information And Communication ◽  
Teacher Professional ◽  
Online Communities Of Practice

The affordances offered by modern Internet technologies provide new opportunities for the pre-service and in-service training of teachers, making it possible to overcome the restrictions of shrinking resources and geographical locations and to offer high quality learning experiences to geographically dispersed teachers. The focus of this chapter is the question of how information and communication tools made available online could be effectively exploited to build and study network-based services with the aim of fostering online communities that promote teacher learning and development. The chapter presents an overview of the main experiences gained from a study which investigated the forms of collaboration and shared knowledge building undertaken by a multinational group of teachers participating in EarlyStatistics, an online professional development in statistics education targeting European elementary and middle school mathematics teachers. Findings from the study provide insights into the factors that may facilitate or hinder the successful implementation of an online community of teaching practitioners.

What sustains the novice Malaysian teacher of English: a case study

2019 ◽  
Vol 12 (4) ◽  
pp. 585-597
Author(s):  
Ida Fatimawati Adi Badiozaman
Keyword(s):  
Professional Development ◽  
Teaching Practice ◽  
Study Data ◽  
Teaching Profession ◽  
Self Concept ◽  
Content Type ◽  
Self Evaluation ◽  
Teaching Context ◽  
Service Training

Purpose The study explores how a novice English teacher’s motivation is sustained as she navigates a range of complex educational contexts in her teaching career. Through the lens of self-concept, the purpose of this paper is to gain an in-depth understanding of the role of this construct when navigating the challenges often faced in the early stages of the teaching profession. Design/methodology/approach In this case study, data were drawn primarily from a series of interviews with one English teacher over the course of three years. Teaching materials, together with teaching evaluations, were used to compare and validate the information obtained during the interview. Findings Despite the challenges faced in each new teaching context, the teacher’s motivation and commitment to the profession were driven and sustained by the high integration of personal goals with one’s self, goal fusion. Furthermore, an inherently strong drive to minimise the discrepancy between her current self and her ideal future self, helped the novice teacher navigate each new setting and its respective demands. Practical implications English teachers need specific support and professional development that goes beyond pre-service education into in-service training. It is important that continuous professional development be undertaken to allow opportunities for the conception of reflective practice and reflective practitioners. Originality/value Self-concept is not only a means of self-evaluation, but also a key driver for goal-relevant cognitions and behaviours effective for teaching practice.

Online Communities of Practice as Vehicles for Teacher Professional Development

2014 ◽  
pp. 1791-1815
Author(s):  
Maria Meletiou-Mavrotheris
Keyword(s):  
Professional Development ◽  
Online Communities ◽  
Online Community ◽  
Statistics Education ◽  
Successful Implementation ◽  
Geographically Dispersed ◽  
Service Training ◽  
Information And Communication ◽  
Teacher Professional ◽  
Online Communities Of Practice

The affordances offered by modern Internet technologies provide new opportunities for the pre-service and in-service training of teachers, making it possible to overcome the restrictions of shrinking resources and geographical locations and to offer high quality learning experiences to geographically dispersed teachers. The focus of this chapter is the question of how information and communication tools made available online could be effectively exploited to build and study network-based services with the aim of fostering online communities that promote teacher learning and development. The chapter presents an overview of the main experiences gained from a study which investigated the forms of collaboration and shared knowledge building undertaken by a multinational group of teachers participating in EarlyStatistics, an online professional development in statistics education targeting European elementary and middle school mathematics teachers. Findings from the study provide insights into the factors that may facilitate or hinder the successful implementation of an online community of teaching practitioners.

scholarly journals Samoan Educators' Perceptions and Experiences of In-service Training in Implementing Curriculum Reform

2021 ◽  
Author(s):  
◽  
Maimoana Janine Petaia
Keyword(s):  
Professional Development ◽  
Curriculum Reform ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
National Level ◽  
Monitoring And Evaluation ◽  
Study Data ◽  
School Level ◽  
Ministry Of Education ◽  
Service Training

<p>This research study was undertaken in Samoa, a self-governing island nation in the Pacific. The main purpose of the study was to investigate the effectiveness of in-service training in implementing new curriculum reforms for senior history. This study sought to identify the barriers and facilitators of in-service training (INSET) workshops so that planning for future workshops can better equip teachers with the knowledge and skills to implement a curriculum. It also sought to obtain educators' views and understanding on any professional development policies. This study adopted an interpretive phenomenology methodology using a case study approach. Purposeful sampling was used to select the history teachers and Ministry of Education personnel for the study. Data was collected through the use of in-depth, semi-structured face-to-face interviews. Thematic analysis of the interviews revealed that although the teachers found the INSET to be effective, there were several barriers that prevented teachers from fully implementing the training into classroom practice. One of the notable barriers was the lack of support offered to teachers from principals and heads of departments in the critical stages of implementation. Another notable barrier, both at the school level and national level, was the lack of monitoring and evaluation of the in-service training. Teachers felt that there needed to be continuous and consistent monitoring and evaluation carried out by principals and Ministry of Education staff to ensure that the programme was being implemented effectively within the classrooms. The lack of monitoring and evaluation resulted in teachers reverting to traditional styles of teaching and learning. Another notable barrier was teacher quality. The success of any reform programme is heavily dependent on teachers and their willingness to fully and effectively implement a programme. This study found that teachers' lack of interest and motivation resulted in the curriculum not being implemented effectively into classroom practice. In trying to minimise the various problems and difficulties of centrally-planned INSET and professional development activities, the local policy on teacher training is a shift towards school-based training. This study found that teacher's professional development was more effective and relevant if it focused on developing their training needs within their own environments.</p>

scholarly journals Teacher career cycles and teacher professional developmentÖğretmenlik kariyer evreleri ve öğretmenlerin mesleki gelişimi

2018 ◽  
Vol 15 (4) ◽  
pp. 2047 ◽  
Author(s):  
İnayet Aydın
Keyword(s):  
Professional Development ◽  
Career Development ◽  
Teacher Professional Development ◽  
Full Text ◽  
English Summary ◽  
Career Stages ◽  
Development Stages ◽  
Service Training ◽  
Teacher Professional ◽  
Training Activities

It has been shown that teachers have passed through various professional development stages throughout their career cycles and these teachers have different interests, concerns, emotions, competence, and development struggles at each stage. As teachers evolve professionally, they specialize in their fields or acquire new perspectives as they switch between various career stages. In studies where the career stages of teachers are examined, it shows that a teacher's professional development stages are usually categorized into three to eight stages. The career development stages of the teachers are dealt with in eight stages in this study. These stages are pre-service, survival and induction, competency building, enthusiasm and growing, career frustration, career stability, career wind down and conservatism, and career exit. Career cycles are not consecutive linear stages in which each teacher goes through the same sequence. However, researches  show that many teachers have similar experiences in similar career stages. For this reason, it is very important to organize in-service training activities by considering the professional development stages of the teachers.Extended English summary is in the end of Full Text PDF (TURKISH) file. ÖzetÖğretmenlerin kariyerleri boyunca çeşitli mesleki gelişim evrelerinden geçtikleri, her bir aşamada öğretmenlerin farklı ilgi, kaygı, duygu, yeterlik ve gelişim çabası içinde oldukları ortaya konulmuştur. Öğretmenler mesleki anlamda geliştikçe, alanlarında uzmanlaştıkça veya yeni bakış açıları kazandıkça, çeşitli kariyer evreleri arasında geçiş yapmaktadırlar. Öğretmenlerin kariyer evrelerinin incelendiği çalışmalarda genellikle öğretmen mesleki gelişim evreleri üç ila sekiz aşamaya kadar uzanan bir sınıflandırma içinde ele alınmıştır. Öğretmen kariyer gelişim evreleri bu çalışmada sekiz aşamalı olarak ele alınmıştır. Hizmet öncesi,  işe alışma, yeterlik,  coşku ve gelişim, mesleki hüsran,  mesleki durağanlık, mesleki sönme- muhafazakârlık,  meslekten ayrılma olarak sıralanan bu aşamalar, her öğretmenin aynı şekilde geçtiği birbirini ardışık olarak izleyen doğrusal aşamalar değildir. Ancak yapılan araştırmalar pek çok öğretmenin benzer kariyer evrelerinde benzer deneyimler yaşadıklarını da göstermektedir. Bu nedenle hizmet içi eğitim çalışmalarının öğretmenlerin mesleki gelişim aşamaları dikkate alınarak düzenlenmesi büyük önem taşımaktadır.

scholarly journals Lærerkognition som centralt udgangspunkt for lærernes praksisnære professionsudvikling – en ny efteruddannelsesmodel

2017 ◽  
Vol 2 (2) ◽  
pp. 34 ◽  
Author(s):  
Petra Daryai-Hansen ◽  
Birgit Henriksen
Keyword(s):  
Professional Development ◽  
Language Learning ◽  
Continuing Professional Development ◽  
Foreign Language Learning ◽  
Research Field ◽  
Teacher Cognition ◽  
Theoretical Point ◽  
Educational Model ◽  
Professional Development Of Teachers ◽  
Service Training

Artiklen giver et indblik i teoretiske, metodiske og praksisrelaterede overvejelser bag udviklingen af tre efteruddannelsesforløb i det igangværende udviklings- og forskningsprojekt ”Tidligere sprogstart – ny begynderdidaktik med fokus på flersprogethed”. Artiklen præsenterer med eksempel i projektet en ny efteruddannelsesmodel til udvikling af lærernes undervisningspraksis, der tager afsæt i centrale principper i den praksisnære professionsudvikling, som kobles til feltet lærerkognition som modellens centrale teoretiske udgangspunkt. Lærerkognitionen, som stadigvæk er ret uopdyrket i den danske faglitteratur, diskuteres indgående. Derudover præsenteres centrale principper i den praksisnære professionsudvikling, som afgrænses fra aktionslæring som metodisk tilgang. Afsluttende skitseres, hvilke lærerkognitionsdata der indsamles i projektet, og sammenhængen mellem den praksisnære professionsudvikling og lærerkognitionen uddybes. Summary: The article provides an insight into theoretical, methodical and practical reflections behind the development of three supplementary in-service training programs in the ongoing development and research project called “Early foreign language learning - new didactics for beginners with a focus on plurilingualism”. The article presents a new educational model for in-service training focusing on supporting and developing the teachers’ practical teaching skills, with examples from the project. Initially, a number of central principles in the continuing professional development of teachers will be outlined with a focus on the research field of teacher cognition as the main theoretical point of departure for the educational model. Teacher cognition is still an under-researched field in the Danish scientific literature and, hence, it is discussed thoroughly. Furthermore, central principles in the continuing professional development of teachers are presented, in an attempt to compare and delimit the chosen approach from action research as a method for teacher involvement. Lastly, the article describes the types of teacher cognition data collected in the project and the connection between continuing professional development and teacher cognition is elaborated.

scholarly journals Reflection on the Professional Development of Early Childhood Education and Care Teachers in Japan Based on Children’s Voices

2021 ◽  
Author(s):  
Gota Matsui
Keyword(s):  
Professional Development ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Study Data ◽  
Working Environment ◽  
Training Methods ◽  
Childhood Education ◽  
Education And Care ◽  
Service Training ◽  
Children’S Voices

AbstractUsing action research, this study examined the professional development of teachers through the reflections that kindergarten teachers obtain from children’s voices and the relevance between the working environment and teachers’ reflection at teacher conferences in Japan. Four teachers participated in the study. Data sources included teachers’ perspectives on imitation paper, teachers’ thoughts and reflections at conferences and during interviews, visual material, and narrative observations of children’s play. Children’s voices stimulate teachers’ reflection and provide deeper insights about diversity among children. The discussions at the conference about children’s voices showed teachers’ learning in four aspects: beliefs of play, environmental setting, understanding of children, and child–teacher relationships. In the act of listening to children’s voices, each teacher was influenced by their job positions and by the relationship within teacher groups in reflection at teacher conferences. Teachers appeared to understand each other’s beliefs by engaging in regular dialogue at conferences. This study contributed to the improvement of in-service training methods in early childhood education and care.

Teachers’ Knowledge and Use of Context Responsive Pedagogy in a Rural Primary School

2020 ◽  
Vol 19 (1) ◽  
pp. 35-59
Author(s):  
Kadiean Morrison
Keyword(s):  
Professional Development ◽  
Primary School ◽  
Teacher Professional Development ◽  
Training Programme ◽  
National Standards ◽  
School Teachers ◽  
Primary School Teachers ◽  
Service Training ◽  
Teacher Professional ◽  
Responsive Pedagogy

This qualitative study reports on the knowledge and usage of context responsive pedagogy (CRP) based on five rural primary school teachers in Jamaica. The main findings revealed that the teachers found CRP beneficial to students, had limited knowledge of CRP, and that their use of CRP was driven by their humanistic beliefs. The findings therefore have implications for teacher professional development. The author recommends that given the benefits of CRP and the strategies required by the National Standards Curriculum (NSC), CRP should be taught to teachers in their pre-service training programme.

scholarly journals Effects of Teacher Participation in in-service Training on Achievement in Kenya Certificate of Primary Examination in Kirinyaga County, Kenya

2020 ◽  
Vol 4 (1) ◽  
pp. 1-14
Author(s):  
Damaris Kariuki ◽  
Florence Itegi ◽  
Norbert Ogeta
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Teacher Participation ◽  
School Level ◽  
Public And Private ◽  
Service Training ◽  
Teacher Professional

Teacher Professional Development is a key component of educational reforms across the world due to its effects on teacher effectiveness and learner outcomes. Teachers engage in different professional development programs to improve learner achievements. However, the effects of teacher participation in in-service courses on learners’ achievement have come under scrutiny due to persistent low learning outcomes. The study adopted convergent parallel mixed methods approach design. A sample of 194 teachers in 68 public and private primary schools was selected using stratified random and purposive sampling. Data collection instruments were questionnaires and focus group discussion guide. Data were analyzed using descriptive and inferential statistics. The study established that teacher participation in formal training programs had statistically insignificant effects on Kenya Certificate of Primary Examination achievement indicating that other factors like individualized attention to learners, prompt marking and revision of tests as well as supervision of teaching and learning contributed greatly. The in-service courses were found to be short term and infrequent. The study recommends engagement of teachers in continuous and frequent professional development activities and establishment of school infrastructure to support daily collaborative teacher professional development activities at the school level.

scholarly journals Factor analysis of teacher professional development and evaluation based on math methods of RaschGSP curve, ISM, GSM and MSM

2017 ◽  
Vol 6 (1) ◽  
pp. 91 ◽  
Author(s):  
Hui-Chung Ho ◽  
Duc-Hieu Pham ◽  
Phung-Tuyen Nguyen ◽  
Woody Jann-Der Fann ◽  
Hsiu-Jye Chiang ◽  
...  
Keyword(s):  
Professional Development ◽  
Factor Analysis ◽  
Teacher Professional Development ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Pedagogical Reasoning ◽  
Service Training ◽  
Teacher Professional ◽  
Training Professional ◽  
Effective Teaching And Learning

Professionalism has been estimated as the most important fundamental impetus in progress. Teacher profession as the most important within-school factor has been emerged to explain effective teaching and learning by research. In viewing of teacher in-service training, professional development and innovation is thus highlighted as key prerequisite for high quality teaching. Factor analysis of teacher professional development and evaluation based on math methods was primarily to identify factorial sequences of activity involving two teamwork in the classroom. The purpose of this study is to perform to: 1) Couple quantitative and qualitative accesses to display teaching research; 2) Deliver the differences of pedagogical reasoning between graduate students and undergraduate students; 3) Analyze and visualize the educational practices based on math methods, the former is to embody educational performance in academic features, the latter is to communicate concretely and contextually. Researchtechniques herewith are Nagai’s proposals of Rasch model GSP curve (RaschGSP curve), Grey structural modeling (GSM) and Matrix-based structure modeling (MSM) have been applied to illustrate structural analysis.

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