scholarly journals THE TEACHER QUALIFICATION SCHEME: A CASE OF ALBANIA

2013 ◽  
Vol 55 (1) ◽  
pp. 11-27
Author(s):  
Tidita Abdurrahmani
Keyword(s):  
Professional Development ◽  
Teacher Preparation ◽  
Novice Teachers ◽  
Teaching Experience ◽  
Teacher Qualification ◽  
Years Of Teaching Experience ◽  
The University ◽  
Depth Interviews ◽  
Desk Research ◽  
Induction Scheme

The study aims to analyse the results of “Teacher Qualification Exam” in Albania, and to link these results with teacher preparation curricula taught in public universities. The methodology of research includes desk research on the literature about curricula and teacher continuous professional development, elaboration of the results of the testing of 3064 teachers, analysis of the university teacher preparation curricula in terms of skills development, the elaboration of the results of questionnaires developed by novice teachers, and in depth interviews with students graduating from the education departments. As a result, the research shows the relationships amongst the curricula developed in the teacher preparation faculties in Albania, the poor results of novice teachers involved in the induction scheme, and the comparatively low results of teachers pertaining to the third category of the Qualification Scheme (novice teachers having no more than 5 years of teaching experience) in Albania. It is advisable to adopt a better professional development scheme. Key words: desk research, novice teachers, teacher qualification.

scholarly journals UNRAVELING THE CHALLENGES OF INDONESIAN NOVICE TEACHERS OF ENGLISH

2018 ◽  
Vol 7 (3) ◽  
pp. 621
Author(s):  
Utami Widiati ◽  
Nunung Suryati ◽  
Nur Hayati
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Classroom Management ◽  
Novice Teachers ◽  
Learning Strategies ◽  
Teaching Experience ◽  
Assessment Procedure ◽  
Structured Interviews ◽  
Education Experience ◽  
Years Of Teaching Experience

This paper reports on a study aiming to unravel the challenges that Indonesian novice teachers of English have to cope with, in terms of lesson planning and implementation, classroom management, and professional development. It also inquires into the teachers’ pre-service teacher education experience and support system provided by the school, which might relate to their challenges. The study is a qualitative case study involving eleven English teachers of secondary schools (junior and senior high schools and vocational schools) in Malang areas who have less than five years of teaching experience. Data were collected through open-ended questionnaires followed up with semi-structured interviews as a means to clarify and elaborate what the respondents had written in the questionnaires. The study reveals various challenges faced by these novice teachers, including planning and implementing a lesson based on the 2013 Curriculum, designing and applying motivating learning strategies and assessment procedure that would be applicable to a class of students with a relatively low level of ability, and managing a big class. It concludes with some recommendations to bridge the gap between the pre-service and in-service teacher education and professional development.

scholarly journals Western Faculty Profile: Dr. Gregory Kelly

2017 ◽  
Vol 8 (1) ◽  
Author(s):  
Zi Hao (Nemo) Liu
Keyword(s):  
Developmental Biology ◽  
Teaching Experience ◽  
Full Professor ◽  
University Of Washington ◽  
Years Of Teaching Experience ◽  
University Of Manitoba ◽  
Postdoctoral Research ◽  
The University

Born in Winnipeg and raised in rural Manitoba, Dr. Gregory Kelly is a Full Professor in the Department of Biology at the Western University. He completed his Honors B.Sc. and Ph.D. in Zoology at the University of Manitoba before moving to the University of Washington for his Postdoctoral research and extended stay as a Lecturer in the Department of Pharmacology with Dr. Randall Moon. With almost 25 years of teaching experience at Western University, Dr. Kelly has led many groups of students through the expeditions of Cell and Developmental Biology. In addition to his experiences within Canada, Dr. Kelly has also served as a visiting professor at many international universities, including: The University of Warmia and Mazury in Poland, Umeå University in Sweden, Osaka University in Japan, as well as the University of Bergen and TromsØ in Norway.

scholarly journals Investigating Teacher’s Perceptions of Reflective Peer Observation to Promote Professional Development

2020 ◽  
Vol 5 (1) ◽  
pp. 89-93
Author(s):  
Anjar Nur Cholifah ◽  
Abdul Asib ◽  
Suparno Suparno
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Teaching Practice ◽  
Teaching Experience ◽  
Peer Observation ◽  
Teaching Techniques ◽  
Development Tool ◽  
Depth Interview ◽  
Years Of Teaching Experience ◽  
Teacher's Perceptions

Peer observation as one of the reflection tools is viewed as an effective strategy to develop teacher’s professionalism. Furthermore, peer observation in reflective practice refers to the teacher’s act which collaborates with other teachers to identify the strength and the weakness of their teaching. By doing so, it is expected there will be innovation and improvement for better teaching activity after doing an evaluation together.  This study aimed at investigating the teacher’s perceptions of peer observation as one of the reflection tools to promote professional development. The participant of this study was an In-service teacher in one of Senior High Schools in Surakarta who teaches English with 10 years of teaching experience. The data were gained through an in-depth interview followed by interactive model data analysis for qualitative study in analyzing the data. The results indicated that the teacher has positive perceptions of peer observation as a professional development tool. It brought some advantages for the teacher. Peer observation also helped the teacher to solve the problems she encountered in her teaching and could be used as a learning opportunity by observing new teaching techniques/methods/strategies from other teachers. HIGHLIGHTS: Teacher has positive perceptions in implementing peer observation to promote professional development There are limited studies regarding the use of peer observation especially for in-service teacher Peer observation brings some benefits for the teacher to improve her teaching practice

scholarly journals Lesotho's students' achievement in mathematics and their teachers' background and professional development

Pythagoras ◽  
2009 ◽  
Vol 0 (70) ◽  
Author(s):  
David Mogari ◽  
Jeanne Kriek ◽  
Gerrit Stols ◽  
Ogbonnaya U. Iheanachor
Keyword(s):  
Professional Development ◽  
Correlation Coefficient ◽  
Content Knowledge ◽  
Significant Relationship ◽  
Teaching Experience ◽  
Teacher Background ◽  
Teacher Qualification ◽  
Subject Content Knowledge ◽  
Quality Professional Development ◽  
The Relationship

The study sought to obtain information on the relationship, if any, between students' achievement and teacher background as well as between students’ achievement and professional development. The respective correlation coefficient showed that there was a significant relationship between students’ achievement and teacher background and an insignificant relationship between students’ achievement and the extent of professional development. Of the three components of teacher background (viz., qualification, subject major and teaching experience), teacher qualification showed the strongest significant relationship with students’ achievement, followed by level of subject major. But teaching experience displayed a curvilinear significant relationship with students’ achievement. It was concluded that quality qualifications and deep subject content knowledge tend to make teachers more effective while teachers improve and develop when they are exposed to quality professional development programmes.

scholarly journals Pre-service Home Economics Teachers’ Attitudes on Selected Aspects of Practical Teaching

2016 ◽  
Vol 6 (3) ◽  
pp. 101-116
Author(s):  
Francka Lovšin Kozina
Keyword(s):  
Professional Development ◽  
Classroom Management ◽  
Teaching Experience ◽  
Practical Experience ◽  
Home Economics ◽  
Faculty Of Education ◽  
Teachers Attitudes ◽  
The University ◽  
Intention To Continue ◽  
Practical Teaching

This paper presents the results of a study conducted among pre-service home economics teachers from the Faculty of Education of the University of Ljubljana with different levels of practical experience in teaching. The pre-service Home Economics teachers in the 3rd year of their studies had just completed their first class of teaching experience in contrast to thepre-service teachers from the 4th year of their faculty studies, who had conducted more teaching lessons. The results showed that the 4th-year pre-service teachers had fewer doubts and problems concerning the planning and conducting of a lesson. They also statistically significantly agreed that they are sufficiently prepared to teach than the 3rd-year pre-serviceteachers are. The results showed that the majority of the pre-service teachers agreed that the feedback from their colleagues was helpful for their professional development. The results suggest the importance of practical teaching experience in the context of professional development and the intention to continue a career in education. However, the results alsorevealed some critical points in the teacher’s development of competency. The results suggest problems related to the application of theoretical knowledge on the children’s development in practice and problems related to classroom management in specific situations.

scholarly journals Assessment of Virtual Reality as a Didactic Resource in Higher Education

2021 ◽  
Vol 13 (22) ◽  
pp. 12730
Author(s):  
Diego Vergara ◽  
Álvaro Antón-Sancho ◽  
Jamil Extremera ◽  
Pablo Fernández-Arias
Keyword(s):  
Virtual Reality ◽  
Latin American ◽  
Teaching Experience ◽  
Health Sciences ◽  
University Teachers ◽  
Academic Level ◽  
Years Of Teaching Experience ◽  
Different Dimensions ◽  
Latin American Universities ◽  
The University

Given that the university teachers with more experience in the use of virtual reality are those corresponding to the areas of Health Sciences and of Engineering and Architecture, this article analyzes the assessment these teachers make about virtual reality as a teaching resource in their respective disciplines. The study uses a questionnaire that assesses the technical aspects and future projection of virtual reality, its drawbacks and the perception of the different dimensions of the participants’ knowledge about virtual reality and its didactic employability. The questionnaire was answered by a sample of 423 university teachers of different genders, ages, academic level and teaching experience, whose teaching activity is developed in various Latin American universities in the area of Health Sciences or in the area of Engineering/Architecture. Their answers have been analyzed descriptively and Spearman’s r statistics and the Multifactor ANOVA test have been used to verify the existence of significant differences in their evaluations for the different variables considered, cross-referencing them with the field of knowledge. Within the main results, gaps by area, years of teaching experience and academic level in the participants’ evaluations have been identified and discussed.

scholarly journals The Power of Continuing Professional Development on EFL Teachers’ Creativity

2021 ◽  
Vol 4 (1) ◽  
pp. 1-9
Author(s):  
Fatemeh Mohammadifar ◽  
Mona Tabatabaee-Yazdi
Keyword(s):  
Professional Development ◽  
Significant Relationship ◽  
English Language ◽  
Structural Model ◽  
Continuing Professional Development ◽  
Teaching Experience ◽  
Leading Role ◽  
Significant Difference ◽  
Years Of Teaching Experience ◽  
Efl Teachers

Creativity has played a leading role in education that not only attracts many learners but also teachers. According to Ismail, Desa, and Balakrishnan (2018) creativity is one of the main skills that is extremely noticeable in teaching. Moreover, because of the alteration of generation and expansion of knowledge and technology, the instruction requires creative teachers that can use up-to-date and modern techniques. Within this framework, the researcher tried to investigate any significant relationship between Iranian EFL teachers’ Continuing Professional Development (CPD) and their creativity. To comply with the objective, a total of 210 Iranian EFL teachers took part in this study. For gathering the data two questionnaires were administered through Google Form that shared via social media like Telegram and WhatsApp. The results of correlation analyses revealed that there was a positive significant relationship between Iranian EFL teachers’ CPD and their creativity. Accordingly, this study proposed a structural model to examine CPD factors contributing to EFL teachers’ creativity. Due to the outcome of SEM, collaborating is the best predictor of Iranian EFL teachers’ creativity. Moreover, this study provides evidence that there is no significant difference in the level of Iranian EFL teachers’ creativity between male and female teachers and years of teaching experience. Together these results provide important insights into the significant role of CPD on the teachers’ creativity. These findings provide a potential mechanism for teachers, supervisors, and administrators of English language institutes or schools to elevate teachers’ creativity knowledge, and education by applying beneficial practices and activities of CPD.

A Professional Agency Perspective on Novice Teachers' Development of a Teacher Leadership Stance

2020 ◽  
pp. 105268462098035
Author(s):  
Youmen Chaaban ◽  
Rania Sawalhi
Keyword(s):  
Teacher Leadership ◽  
Novice Teachers ◽  
School Context ◽  
Teaching Experience ◽  
Well Being ◽  
Government Schools ◽  
Teachers Perceptions ◽  
Social And Emotional ◽  
University Preparation ◽  
Years Of Teaching Experience

The purpose of this study was to explore novice teachers’ perceptions of professional agency in facilitating their development of a teacher leadership stance during the initial years of their work. Participants were thirteen novice teachers who had less than three years of teaching experience in Qatari government schools. Analysis of interview data revealed that novice teachers perceived professional agency in their reflections on university preparation; their commitment to students’ social and emotional well-being; and their “becoming” a teacher. They further practiced agency in their relationships with other teachers, and in their contributions to the wider school context. Accordingly, a total of six novice teachers reported a clear teacher leadership stance. By contrast, enacting professional agency was restricted according to seven novice teachers due to the presence of contextual factors which hindered their development of a teacher leadership stance. Implications of these findings to teacher education and school administration are discussed.

Physical Educators’ Perceptions of Stressful Teaching Events

1989 ◽  
Vol 8 (4) ◽  
pp. 342-346 ◽  
Author(s):  
Janice C. Wendt ◽  
Linda L. Bain
Keyword(s):  
Novice Teachers ◽  
Teaching Experience ◽  
Physical Educators ◽  
Years Of Teaching Experience ◽  
Teaching Function

Physical educators’ perceptions of stressful teaching events do not change over a period of 1 to 5 years of teaching experience. Although there was a trend for priority and teaching function perceptions to be rated lower, no significant differences were found when using a MANOVA. Notification of unsatisfactory performance and being involuntarily transferred were rated the most stressful by both groups. Rated least stressful by both student and novice teachers was attendance at inservice meetings.

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