scholarly journals Fostering teachers

2019 ◽  
Vol 5 (2) ◽  
Author(s):  
Supriya Baily ◽  
Halla B Holmarsdottir
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Preparation ◽  
Continuing Education ◽  
Teacher Educators ◽  
Systemic Change ◽  
Change Agents ◽  
Development Programs ◽  
Exchange Programs ◽  
Professional Development Programs

Fostering international mindedness in teachers through their preparation and continuing education leads to innovations in teacher education related to exchange programs (Cushner, 2012) and curricular adoptions and adaptations (Tudball, 2012). This in turn supports the development of both teacher educators and teachers as change agents. Yet, without investments of resources to prioritize such work in teacher preparation and professional development programs, there is little impetus to create systemic change to support how teachers

scholarly journals Design Principles for the Professional Development of Teacher Educators: Illustrations of Narration, Dialogue and Self-study

2020 ◽  
pp. 47-54
Author(s):  
Bregje de Vries ◽  
◽  
Anja Swennen ◽  
Jurriën Dengerink ◽  
◽  
...  
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Educators ◽  
Teacher Educator ◽  
Development Program ◽  
Building Blocks ◽  
Design Principles ◽  
Development Programs ◽  
Self Study ◽  
Inquiry Dialogue

Teacher education has been recognized increasingly as a profession that fundamentally differs from teaching pupils in schools. This has resulted in teacher educator development programs which address the uniqueness of the profession. In this article we depart from this recognition of teacher education as a profession outlining the specifics of teacher education, and we describe a professional development program for teacher educators run in the Netherlands. We describe its building blocks and three design principles – narrative inquiry, dialogue and self-study – and illustrate their value by examples of evaluations taken from the program.

scholarly journals Contributions of a Social Justice Language Teacher Education Perspective to Professional Development Programs in Colombia

2016 ◽  
Vol 18 (1) ◽  
pp. 203-217 ◽  
Author(s):  
Ana Maria Sierra Piedrahita
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Social Justice ◽  
Public Schools ◽  
Language Teachers ◽  
Development Programs ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Effect Change ◽  
Professional Development Programs

<p><span>In this article, the author discusses the social justice language teacher education perspective and how it can help language teachers to develop a political view of their work and effect change inside and outside their particular school contexts. To do this, she briefly analyzes various professional development programs for teachers of English in public schools in one city in Colombia to determine how these have or have not contributed to the development of a political perspective in teachers. Finally, she discusses what the implementation of such perspective requires, provides some examples to illustrate how it may look in practice, and discusses some implications for different stakeholders.</span></p>

Principals’ Policy Preferences concerning Accountability: Implications for Key Competencies, Performance Indicators, and Professional Development

1995 ◽  
Vol 5 (5) ◽  
pp. 448-481 ◽  
Author(s):  
R. J. S. Mac Macpherson ◽  
Margaret Taplin
Keyword(s):  
Professional Development ◽  
Performance Indicators ◽  
Policy Preferences ◽  
Development Programs ◽  
Stakeholder Groups ◽  
Key Competencies ◽  
Professional Development Programs ◽  
Accountability Practices ◽  
State Schools

In this paper, we examine the policy preferences of Tasmania's principals concerning accountability criteria and processes, compare their views to other stakeholder groups, and identify issues that warrant attention in principals’ professional development programs. We show that there are many criteria and processes related to the quality of learning, teaching, and leadership that are valued by all stakeholder groups, including principals. We conclude that Tasmanian state schools probably need to review and develop their accountability policies, and that the professional development will need to prepare leaders for specific forms of performance and generate key competencies if more educative forms of accountability practices are to be realised in practice.

scholarly journals Reframing Professional Development Through Understanding Authentic Professional Learning

2009 ◽  
Vol 79 (2) ◽  
pp. 702-739 ◽  
Author(s):  
Ann Webster-Wright
Keyword(s):  
Professional Development ◽  
Educational Research ◽  
Professional Learning ◽  
Recent Literature ◽  
Development Programs ◽  
The Past ◽  
Research Findings ◽  
Alternative Conceptualization ◽  
Professional Development Programs ◽  
Evaluating Professional Development

Continuing to learn is universally accepted and expected by professionals and other stakeholders across all professions. However, despite changes in response to research findings about how professionals learn, many professional development practices still focus on delivering content rather than enhancing learning. In exploring reasons for the continuation of didactic practices in professional development, this article critiques the usual conceptualization of professional development through a review of recent literature across professions. An alternative conceptualization is proposed, based on philosophical assumptions congruent with evidence about professional learning from seminal educational research of the past two decades. An argument is presented for a shift in discourse and focus from delivering and evaluating professional development programs to understanding and supporting authentic professional learning.

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