scholarly journals TEACHERS' READINESS TO USE E-PORTFOLIOS

2021 ◽  
Vol 81 (1) ◽  
pp. 327-339
Author(s):  
Ірина Павлівна Воротникова ◽  
Ольга Германівна Захар
Keyword(s):  
Professional Development ◽  
Level Structure ◽  
Continuous Professional Development ◽  
Educational Institutions ◽  
Professional Activity ◽  
Self Assessment ◽  
Educational Module ◽  
Normative Documents ◽  
Self Evaluation ◽  
Teachers Professional Development

An e-portfolio is one of the tools for monitoring and evaluating the professional activity of school teachers and their achievements. An e-portfolio can be used for teachers’ professional development. It provides openness and transparency of both teachers’ and educational institutions’ work. The purpose of the study is to analyze teachers' readiness to use e-portfolios for both self-evaluation of their own professional experience and continuous professional development. The article analyzes various approaches to the structure of e-portfolios based on the analysis of international experience, the legislation of Ukraine and the survey of teachers. The purpose, tasks, requirements of normative documents on the use of e-portfolios are generalized.The multi-level structure of an e-portfolio is defined and the requirements for its dynamic content are substantiated. Teachers' needs for advanced training in using a variety of IT tools for creating e-portfolios have been systematized. It has been determined that the use of e-portfolio can satisfy both the needs of evaluating the effectiveness of teachers’ work and the formation of self-esteem and reflection skills, facilitate teachers’ continuous professional development, dissemination of advanced pedagogical experience and teaching practices. Different types of e-portfolios have been analyzed. IT tools for creating an e-portfolio have been identified. The content of the corresponding educational module for teachers in the system of postgraduate pedagogical education has been substantiated. The content of a portfolio is defined by the goals of its creation. For teachers, the emphasis in e-portfolio creation is not on learning, as it is for students, but on professional activity, self-assessment, and marketing. The results can be teachers' understanding of why and how they have learned throughout their careers, the importance of reflection for future professional development.

scholarly journals UPDATE OF PEDAGOGICAL VALUES IN THE PROCESS OF YOUNG TEACHERS’ PROFESSIONAL DEVELOPMENT

2015 ◽  
Vol 1 ◽  
pp. 140
Author(s):  
Santa Striguna
Keyword(s):  
Professional Development ◽  
Educational Institutions ◽  
Professional Activity ◽  
Educational Values ◽  
Teachers Professional Development ◽  
Young Teachers

There are values in every profession that are used by its representatives in their professional activity. Such values are important to those working in education, too. The actualization of educational values is to be especially emphasized in the professional development of young teachers. Educational institutions serve as examples for modeling of acquisition and implementation of values and attitudes, for pedagogy implies values later mastered by society. In order to ensure optimal results of the process, it is important to promote the development of young teachers’ competencies for implementing innovations in acquisition of education and consolidate their functional and professional positions.

scholarly journals Study of The Teacher’s Readiness Condition to Implement the Idea of Managing the Personal Trajectory of Professional Development Within the Framework of Digitalization of Education

2020 ◽  
Vol 79 ◽  
pp. 01020
Author(s):  
Tatiana Zinovyeva ◽  
Zhanna Afanasyeva ◽  
Antonina Bogdanova ◽  
Evgeniy Leonovich
Keyword(s):  
Professional Development ◽  
Online Survey ◽  
Educational Process ◽  
Educational Institutions ◽  
Professional Activity ◽  
Teaching Staff ◽  
Contemporary Society ◽  
Main Research ◽  
Digital Education ◽  
Moscow City

The article deals with the topical issue of digitalization of education as a component of the digital transformation of contemporary society and the economy in general. The purpose of the research is to identify the readiness status of teaching staff for professional activity in the context of the digitalization of education. The main research methods were the questionnaire (implemented in the form of an online survey among students of the extramural form of study of the Moscow City Pedagogical University working at educational institutions of Moscow), and statistical analysis of the data obtained. The results of an online survey of teachers allowed concluding that today teachers have acquired a positive experience in the use of recommended tested digital educational resources, the ability to develop innovative digital educational and methodological support for the educational process, as well as recognized the need to build a personal trajectory of professional development in the framework of digital education.

SELF-EVALUATION METHODOLOGY OF PROGRAMMERS' COMPETITIVENESS IN THE CONTEXT OF LIFELONG EDUCATION AND PROFESSIONAL SELF-DEVELOPMENT

2019 ◽  
Vol 5 ◽  
pp. 169
Author(s):  
Edgars Katans ◽  
Irēna Katane ◽  
Gatis Vītols
Keyword(s):  
Social Sciences ◽  
Professional Development ◽  
Wilcoxon Test ◽  
Evaluation Methodology ◽  
Lifelong Education ◽  
Assessment Methodology ◽  
Self Assessment ◽  
Self Evaluation ◽  
Self Development ◽  
Professional Self

Contemporary social sciences, including pedagogy and psychology, carry out researches in the field of competitiveness. The more competitive each member of the society is, the more competitive is the society as such. The aim of research was: experimentally approbate the developed methodology for evaluating the competitiveness of programmers. Research methods were: survey as pedagogical experiment, projective method for data obtaining; Wilcoxon test for data processing. The results of the  pedagogical experiment testify that: during the pedagogical experiment,  research participants changed their competitiveness self-assessment. Therefore it is very important to know self-evaluation indicators of professional development because it significant impacts both: programmers notions about professional self-development and competitiveness as result of this development, changing competitiveness self-assessment as well. During the experiment, the participants of the research gained new experience of reflection, reflecting on their professional development, including professionalism, career, in past, present and future, and this reflection experience can serve as a basis for programmer's professional development and adequate competitiveness self-assessment. The experimentally approbated self-assessment methodology of professional development and competitiveness is valid and can be used in further research. 

scholarly journals Developing Paradigms, Patterns, and Mechanisms for Science Teachers’ Professional Development in Area-Based Networks in Thailand

2021 ◽  
Vol 32 (3) ◽  
pp. 273-278
Author(s):  
Nattakit Sawadthaisong ◽  
Keyword(s):  
Professional Development ◽  
Science Teachers ◽  
Job Training ◽  
Educational Institutions ◽  
New Paradigm ◽  
Multiple Networks ◽  
School Based ◽  
Professional Development Model ◽  
National Affiliation ◽  
Teachers Professional Development

The main purpose of this research was to develop a paradigm, pattern, and mechanism for the professional development of science teachers in area networks that was consistent with the needs of educational institutions according to the key priority agenda for development. The target groups used in this study were teacher production institutions and educational institutions in the northeastern region of Thailand. Research tools included data collection forms and questionnaires. The collected data were analyzed by standard statistical methods, including frequency, percentage, mean, standard deviation, priority need index (PNI), and content analysis. The results revealed that the paradigm, pattern, and mechanism for science teachers’ professional development found in the northeastern area–based networks of Thailand were individual-based development (ID), spiral patterns (SP), and multiple networks (MN). Individual-based development was a new paradigm of professional development that emphasized the driving force and quality from within by progressive and individualized programs using students’ outcome-based development. The spiral pattern was a professional development model emphasizing self-paced learning with diversity and an integrated model through blended, action-based learning, both on-the-job training and off-the-job training, using coaching and mentoring from the teacher production institution in the area. The multiple networks were a professional development mechanism cooperating and supported by a school, university, private sector, and local and national affiliation using school-based development. The way forward is to form a professional learning community using a cooperation network in a school which acts as a mechanism to drive policies for cooperative practice. Recommendations are offered as a result of this study. The results revealed that the paradigm, pattern, and mechanism for science teachers’ professional development found in the northeastern area–based networks of Thailand were individual-based development (ID), spiral patterns (PS), and multiple networks (MN). Individual-based development was a new paradigm of professional development that emphasized the driving force and quality from within by progressive and individualized programs using students’ outcome-based development. The spiral pattern was a professional development model emphasizing self-paced learning with diversity and an integrated model through blended, action-based learning, both on-the-job training and off-the-job training, using coaching and mentoring from the teacher production institution in the area. The multiple networks were a professional development mechanism cooperating and supported by a school, university, private sector, and local and national affiliation using school-based development.

scholarly journals Kultura odgojno-obrazovne ustanove i stručno usavršavanje učitelja

2007 ◽  
Vol 2 (1.) ◽  
Author(s):  
Lidija Vujičić
Keyword(s):  
Professional Development ◽  
Learning Organization ◽  
Professional Training ◽  
Educational Institution ◽  
Educational Practice ◽  
Institutional Development ◽  
Educational Institutions ◽  
Teacher Professional ◽  
Teachers Professional Development ◽  
Practice Teacher

Referring to many other authors, the author of this paper considers teachers' professional training as the institutional development in changing the culture of an educational institution that increases its capacity for continuous changes of educational practice, and not only the implementation of certain innovations. The particular reason for this is that the existence of new elaborated curriculums, legislations and other regulations, which determine or should direct educational practice, is not adequate for its quality changing. An educational institution is being discussed as an organization, and culture as a characteristic of an organization to which its memebers should adapt in the process of continuous evolution. The author advocates the thesis that threre is a need for different approach to teacher professional training that is aimed at the direct research and changing of personal practice. Teacher professional training is considered here as a strategy in the process of changing the culture of educational institutions. The vision of lifelong learning and continuous professional development demands a teacher who thinks in a critical way, who is trained for reflection and evaluation, who knows how to find or provide the prerequisites for the development of each of their pupils and how to encourage and support them in the process of learning. Above all, a teacher is considered here as an initiator of change, a promoter of learning who cares for their own personal and professional development and who is a part of the developing and learning organization, while at the same timethe reflection is considered to be a significant characteristic of teachers' professional development.

PROFIL PROGRAM CONTINUOUS PROFESSIONAL DEVELOPMENT (CPD) GURU BIOLOGI DI WILAYAH JAWA BARAT DALAM UPAYA MENINGKATKAN KUALITAS PROFESI (Profile of Continuous Professional Development Program of Biology Teachers in West Java in an Effort to Enhance Their Ow

2011 ◽  
Vol 16 (1) ◽  
pp. 155
Author(s):  
Adi Rahmat ◽  
Amprasto M.Si. ◽  
Dr. Riandi ◽  
Dr. Saefudin ◽  
Nono Sutarno
Keyword(s):  
Professional Development ◽  
Education And Training ◽  
Continuous Professional Development ◽  
Professional Activity ◽  
Biology Teacher ◽  
Biology Teachers ◽  
West Java ◽  
Professional Activities ◽  
Professional Quality ◽  
And Training

A study on the profile of the continuous professional development (CPD) program of biology teacher in West Java has been done descriptively since March until November 2010. The study was aimed to obtain several information about professional activities have been being followed by biology teachers in West Java. This information was then used to draw CPD profile conducted by biology teachers in an effort to enhance their competencies and their professional quality. Respondents of the study were biology teachers qualified to follow teacher certification and employing in senior high schools of 11 cities in West Java. Information about perceptions of the teacher on teacher improvement programs, the forms of the professional activities of the teacher and the sources supporting the teacher to follow those activities were collected using questionaire. The result shown that biology teachers in West Java had good perception on improving the quality of the teacher and there are eight forms of professional activity which were followed by biology teachers in West Java in an effort to enhance their own professional quality. The seven forms of professional activities were Education and Training (Diklat), Workshop, Seminar, writing teaching material, visiting scientific institutions, doing research, writing and publishing article and/or a textbook. Three out of those seven forms of professional activity had high teacher involvement scale, which indicated that they were preferred by biology teacher. The three forms professional activities were Education and Training, Seminar, and Workshop. However, the number of each professional activity followed by teacher in the last three years was very low (less than one activity each year) due to several reasons. The four main reasons were no permission from school principal interconnecting with teacher task in the school, distance to the place of professional activities, financial, and teacher family.Key words: biology teacher, teacher quality, professional activity of the teacher, continuous professional development (CPD) program

scholarly journals A vector of University-teachers’ professional development: study on cognitive styles of their pedagogical activity

2020 ◽  
Author(s):  
А.С. Кац
Keyword(s):  
Professional Development ◽  
Cognitive Style ◽  
Cognitive Abilities ◽  
Cognitive Styles ◽  
Educational Process ◽  
Professional Activity ◽  
University Teachers ◽  
Teacher Student ◽  
Teachers Professional Development ◽  
Individual Style

рансформация образовательных процессов и роли педагога в эпоху цифровизации актуализирует поиск путей профессионального развития преподавателей высшей школы. Важным становится не только введение цифровых технологий, необходимость адаптации способов педагогического взаимодействия «педагог – студент – образовательная среда» при освоении новых знаний и формировании компетенций. В этом контексте исследование когнитивных стилей педагогов приводит к осознанному пониманию степени сформированности индивидуального стиля профессиональной деятельности и его образовательных возможностей в учебном процессе. Цель статьи заключается в исследовании особенностей и классификации когнитивных стилей педагогов как элемента дидактического процесса высшей школы. Автором сформулировано, что влияние когнитивного стиля педагога обусловливает наличие особенностей профессиональной деятельности, которые должны быть учтены в процессе формирования дидактических механизмов профессиональной деятельности педагога. Раскрыта сущность феномена «когнитивный стиль педагога» (во взаимосвязи с профессиональным развитием), заключающаяся в сформированности индивидуального стиля профессиональной деятельности, связанного с определенными личностно-профессиональными характеристиками, детерминирующего характер, направленность профессиональной деятельности и специфику дидактической организации занятий и обусловливающего особенности его профессионального развития. Установлено, что систематическая работа по исследованию когнитивных стилей педагогов – это поэтапный процесс, результатом которого является достижение педагогического мастерства средствами критического переосмысления методик обучения и инновационных технологий обучения, релевантных ведущему когнитивному стилю педагога. Доказано, что систематически-организованная работа по исследованию когнитивных стилей педагога ориентирована на раскрытие его когнитивных возможностей, что предполагает большую вероятность успешности его профессионального развития в контексте поэтапного достижения педагогического мастерства. Статья предназначена для ученых-исследователей и педагогов-практиков The transformation of educational processes and teacher’s role in the era of digitalization actualize search for the new ways of University-teachers’ professional development. Not only the implementation of digital technologies, but the need to adopt the ways of pedagogical interaction in the system “teacher-student- educational environment” while acquiring new knowledge and formation of competences becomes essential. In this context, the study of teachers’ cognitive styles leads to conscious understanding the degree of formadeness of an individual style of professional activity and its capacities in the educational process. The purpose of the article is in study of the features and classification of teachers’ cognitive styles as an element of didactical process in the University. The author formulated that the influence of teacher’s cognitive style defines specific features of his (her) professional activity, which should be taken into consideration in the process of formation didactical mechanisms of teacher’s professional activity. The essence of phenomenon “teacher’s cognitive style” (in accordance with professional development), which is in formadeness of professional activity’s individual style, connected with definite personal and professional characteristics, which determine the character and orientation of the professional activity, specifics of the didactic organizations of the studies, and define features of teacher’s professional development, is revealed. It is introduced, that a systematic work on study of teachers’ cognitive styles is a step-by-step process, resulting in achievement of pedagogical mastery via critical reconsideration of methodic of teaching and innovative technologies of teaching, relevant to teacher’s leading cognitive style. It is proved, that systematically-organized work on study teachers’ cognitive styles is aimed at revealing teachers’ cognitive abilities and presupposes more assurance in his (her) successful professional development in the context of step-by-step achievement of teachers’ pedagogical mastery. The article is intended for researchers, and practicing teachers.

scholarly journals Progress in English Language Teaching Through Continuous Professional Development—Teachers’ Self-Awareness, Perception, and Feedback

2021 ◽  
Vol 6 ◽  
Author(s):  
Balachandran Vadivel ◽  
Ehsan Namaziandost ◽  
Abdulbaset Saeedian
Keyword(s):  
Professional Development ◽  
English Language ◽  
Continuous Professional Development ◽  
English Language Teaching ◽  
Sample Population ◽  
Self Awareness ◽  
Global Standards ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Teachers Professional Development

This research aimed to investigate the various aspects of EFL teachers’ professional development through Continuous Professional Development (CPD). Hence a study involving 83 EFL teachers from different socio-economic, multi-cultural, educational, and disciplinary backgrounds was conducted to ascertain their attitudes, perceptions, and feedback on CPD. The sample population was random, and the data collection was through a questionnaire. The results showed that teachers take charge of their CPD, but for better outcomes, they need professional development through shared experience, reflective teaching, and have a sense of community among them to stay at par with the global standards of the education system. Through this research, the concept of CPD and its significance in teaching English are made available. This study also proposes higher achievement in education through teacher professional development programs. Moreover, the analysis demonstrated that teachers are confident in what they do because of their positive belief in their own CPD. From the results, it was clear that every EFL teacher should take charge of their professional development to become better teachers and help students achieve their goals.

scholarly journals Actualization of pre-school teacher’s creativity in the conditions of continuous professional development

2021 ◽  
Author(s):  
А.Н. Виноградова
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Integrated Approach ◽  
Continuous Professional Development ◽  
The Road ◽  
Road Map ◽  
Organizational Work ◽  
Teachers Professional Development ◽  
Educational Path ◽  
Independent Design

В статье рассматриваются некоторые аспекты внедрения механизма развития педагогического творчества воспитателей дошкольных образовательных организаций в ходе непрерывного повышения квалификации на базе ОГБУ ДПО «Рязанский институт развития образования» и стажировочной площадки института. В статье сосредоточено внимание на пошаговой деятельности преподавателя, связанной с применением в работе со слушателями курсов различных методов, интегрированного подхода и компонентов эстетико-ориентированной среды, форм образовательной и организационной работы с целью формирования у педагогов умений самостоятельного проектирования индивидуального образовательного маршрута дошкольников. Раскрыты авторские методы и технология «Творческий пазл». Сделан вывод о том, что введение в процесс повышения квалификации педагогов дорожной карты, включающей совокупность методов и технологий поэтапной реализации формальных, неформальных и информальных форм образования создает необходимые условия для непрерывного совершенствования педагогического мастерства, развития творческого потенциала и профессионального роста. In the article some aspects of introduction of the development mechanism of pre-school teachers’ pedagogical creativity are considered during continuous professional development on the basis of Regional State Budgetary Institution APE "Ryazansky Institute of educational development" and the internship platform of institute. In the article the attention is concentrated on step-by-step activity of the teacher connected with application in work with students of various methods, integrated approach and components of the esthetic-focused environment, forms of educational and organizational work in order to form at teachers the abilities of independent design of an individual educational path of pre-school children. Author's methods and Creative Puzzle technology are revealed. The conclusion is made that implementation into process of teachers’ professional development the “road map” including set of methods and technologies of stage-by-stage realization of formal, informal and non-formal forms of education creates necessary conditions for continuous improvement of pedagogical mastery, development of creative potential and professional growth.

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