scholarly journals Continuing Professional Development (CPD) For Secondary School Teachers

2018 ◽  
Vol 1 (1) ◽  
pp. 205-240
Author(s):  
Peter M Gathara
Keyword(s):  
Professional Development ◽  
Secondary School ◽  
Teacher Development ◽  
Classroom Practices ◽  
Secondary School Teachers ◽  
Continuing Professional Development ◽  
School Level ◽  
School Teachers ◽  
Vision 2030

The objective of this paper is to explore and analyze the role of mentoring in improving teacher development as a tool of Continuing Professional Development in the achievement of vision 2030.This has been necessitated by the aim of Kenya vision 2030 that strives in making the country globally competitive and prosperous with a high quality of life. This aim can be achieved when the current education system realizes that the trial and era teaching and take it or leave it professional development programmes are no longer acceptable. This has been necessitated by the diverse compositions of student population, changing paradigms in teaching and learning together with the changing expectations about the quality of education that are occurring at an unexpected rates. Teacher training is more than the mastery of certain practical knowledge, pedagogical skills and techniques. Therefore, CPD through mentoring plays an important role in teacher improvement geared towards classroom practices. This paper has highlighted the plight of secondary school teachers and the need for teachers to be involved in CPD. The methodology involved a vertical case mixed study approach design that involved analysis of macro and micro aspects using quantitative and qualitative techniques in the collection of data. Twelve secondary schools in Kirinyaga County were sampled for the survey while six others were subjected to an in-depth casestudy. The data analyzed indicated the importance of mentoring and involvement of other stakeholders in provision of CPD as laid out by the education policies. As the study indicates, there are several challenges‘ that are experienced by teachers in their quest for mentoring. In the light of these findings, mentoring of teachers can play an important role in improvement of classroom practices and the school as a whole. For the attainment of Vision 2030 teachers should be supported at the school level so that they can participate in and complete the programmes of mentoring that take place especially where young and newly recruited teachers are involved.

scholarly journals Continuing Professional Development

2019 ◽  
Vol 1 (1) ◽  
pp. 1-17
Author(s):  
Peter Mugo Gathara
Keyword(s):  
Professional Development ◽  
Secondary School ◽  
Teacher Development ◽  
Secondary School Teachers ◽  
School Teacher ◽  
Continuing Professional Development ◽  
Survey Method ◽  
Professional Status ◽  
School Teachers

The objective of this study was to explore and analyse provision of information to secondary school teachers’ in their endeavour to participate in Continuing Professional Development (CPD). In the current educational era, the trial and error teaching, and take it or leave it professional development programmes are no longer acceptable. In this respect, teacher training entails more than the mastery of certain practical knowledge, pedagogical skills, and techniques. Therefore, CPD plays an important role in teacher development geared towards classroom improvement. This paper highlights the need for secondary school teachers to be provided with information about CPD. This is significant in that CPD is hoped to provide a basis for teacher professional improvement discussion in Kirinyaga County. CPD will lead to constructive discussions by appropriate education experts in Kenya on vital professional development challenges that involve provision of information. Hopefully, CPD would stimulate educational research geared towards secondary school teacher improvement. The methodology used entailed a mixed method study design that involved analysis of macro and micro aspects using quantitative and qualitative techniques in the collection of data. A vertical case study method was used in sampling of twelve secondary schools in Kirinyaga County. The sampled schools were further subjected to a survey method where questionnaires were administered to teachers while six others were subjected to an in-depth case study involving teachers and principals. In the schools where case study was used, data was collected using in-depth interviews with principals and teachers. Teachers were further subjected to Focus Group Discussions (FGDs). The data collected was analysed qualitatively, though quantitative data was used for clarification where it was found necessary. The study found out that there is disparity on information provision from the different groups of people expected to provide critical information to teachers. Teachers need to be provided with information on CPD so that they can improve their professional status geared to classroom practices. The limitation of this study is that the findings could not be generalized to other schools and regions within the country without modification.

scholarly journals From competition to collaboration: Unraveling teachers’ lesson study experiences

2021 ◽  
Vol 10 (3) ◽  
pp. 921
Author(s):  
Romiro G. Bautista ◽  
Wilfredo B. Baniqued
Keyword(s):  
Secondary School ◽  
Lesson Study ◽  
Qualitative Data ◽  
Classroom Practices ◽  
Secondary School Teachers ◽  
Development Program ◽  
Study Data ◽  
School Teachers ◽  
Subject Areas

<span>Lesson study is a professional development program among teachers. It reciprocates teachers’ development to students’ outcomes. It is also an act of leveraging classroom practices, enriching teachers’ content knowledge, and process skills and beliefs. This study explored the experiences of a group of science secondary school teachers that implemented the lesson study in their classes. Qualitative data were gathered from the informants’ interview during the implementation of the lesson study. Data were processed through document trail among the informants to ascertain the veracity of the transcribed responses, reflections, and observations. Thematic analysis revealed five themes on the experiences of the teachers in implementing the Lesson Study: developing a culture of oneness, crafting teachers’ competence through synergism, boosting teachers’ morale and confidence, refining the quality of the research lesson, and scheming avenues for critical thinking. It is, therefore, suggested that lesson study be implemented by all teachers across all subject-areas in the division and introduced among pre-service teachers to further discover its efficacy towards teachers’ development and students’ outcomes. Furthermore, it is strongly suggested that knowledgeable others be involved in the implementation of the lesson study as their presence were found significant in ensuring its success as most of the teachers are not specialized in the field that they are teaching.</span>

scholarly journals A FIELD STUDY OF THE TRANSACTIONAL MODALITIES OF THE IN-SERVICE TEACHER TRAINING PROGRAMMES FOR SECONDARY SCHOOL TEACHERS UNDER RMSA IN MIZORAM

2020 ◽  
pp. 9-13
Author(s):  
Zairemmawia Renthlei ◽  
Prof. L N Mishra
Keyword(s):  
Professional Development ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Training Programme ◽  
Administrative Staff ◽  
School Teachers ◽  
Service Training ◽  
Training Programmes ◽  
Teachers Training ◽  
District Offices

The professional development of teachers is an important aspect of education and the main avenue for the professional development of secondary school teachers is the in-service training programmes organised by the district education offices. This study is an attempt to study the transactional modalities i.e. the manner in which the training programmes are organised by the various district education offices. Training Centres in all eight districts of Mizoram were visited and administrative staff from all the district offices were interviewed. Findings were tabulated and recommendations made for improvement. KEYWORDS: In-service Training Programme, Secondary School Teachers, Training Centres, Transactional Modalities, Challenges, Thrust Areas, Recommendations.

scholarly journals SOME RESULTS OF RESEARCH IN THE FIELD OF DIGITAL COMPETENCE FORMATION OF GENERAL EDUCATIONAL INSTITUTIONS TEACHERS

2021 ◽  
pp. 149-165
Author(s):  
Nataliia Morze ◽  
Mariia Vasylenko ◽  
Eugenia Smyrnova-Trybulska
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Research Problem ◽  
School Management ◽  
Competence Development ◽  
Educational Process ◽  
School Level ◽  
Digital Competence ◽  
School Teachers ◽  
Methodological Guidelines

The article considers and summarizes some research results in the field of digital competence formation of secondary school teachers. Theoretical sources on the research problem are presented and analyzed, the concept of digital competence in the works of domestic and foreign researchers is analyzed. Modern trends and problems of development of teachers’ digital competence in Ukraine are considered. The possibility of the digital competence framework DigCompEdu utilization as the background for Ukrainian education is demonstrated. The following levels of teachers’ digital competence are determined: Newcomer (A1), Explorer (A2), Integrator (B1), Expert (B2), Leader (C1), Pioneer (C2). The main peculiarities of each level are described from the perspective of teachers’ knowledge and skills in the sphere of digital technologies utilization in the educational process. Based on DigCompEdu analysis the survey for determination of secondary school teachers’ digital competence level is developed and conducted with the involvement of teachers of two schools in Kryvyi Rih. The levels of digital competence of the respondents are determined, the results of the complex survey are presented and the guidelines on the teachers’ digital competence development system for the school level are given. The assumption was made that most teachers and secondary schools in Ukraine have approximately the same situation with the levels of teachers’ digital competence according to DigCompEdu gradation. Thus, the provided recommendations will be useful for school management representatives to provide teachers’ digital competence development at school level. The processed methodological guidelines on teachers’ digital competence development management for school management representatives are described.

scholarly journals Quality Teaching: Evaluating Teachers’ Professional Code of Conduct and Practices

2014 ◽  
Vol 1 (2) ◽  
pp. 84
Author(s):  
Muhammad Shakir ◽  
Muhammad Aslam Adeeb
Keyword(s):  
Professional Development ◽  
Secondary School ◽  
Teaching Practice ◽  
Secondary School Teachers ◽  
Code Of Conduct ◽  
Professional Standards ◽  
School Teachers ◽  
Professional Code ◽  
Punjab Province ◽  
Teachers Professional Development

The study aimed to assess teachers’ professional development and code of conduct based on national professional standards in Pakistan. The main objectives of the study were (a) to evaluate teachers’ professional development and code of conduct based on national professional standards in Pakistan (b) to categorize teachers’ professional competencies based on five levels define in rubrics and (c) to recommend appropriate professional code of conduct and professional standards for global teacher.  The population of the study was consisted of all the secondary school teachers of Punjab Province. To conduct the observational survey of this research, a sample of 453 participants from Punjab province was selected to observe the teachers in field directly. The collected data through observational check list was analyzed with the help of software SPSS by using statistical formulas of chi-square, simple mean and percentage. The analysis of various levels shows that 38.4% teachers occasionally understand how teaching practices can be innovative while only 36.2% secondary school teachers know the importance of teaching practice. It is concluded that more than half of the teachers were having poor knowledge about professional code of conduct; they did not now even the importance of teaching practice. Majority of the teachers seems incompetent in applying action research during the classroom. Study suggested that there is need to set career development direction through certificates, degrees, and career ladders, linked to compensation adequate with experience and qualifications. These achievements have to be adequately compensated financially, based on achievement and experience.

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