scholarly journals PEDAGOGICAL PARTNERSHIP AS A PRIORITY OF MODERN PEDAGOGICAL EDUCATION

2021 ◽  
Vol 3 (2) ◽  
Author(s):  
Olena Semenoh ◽  
Myroslava Vovk
Keyword(s):  
Professional Development ◽  
Academic Culture ◽  
Professional Communication ◽  
Resource Center ◽  
State Pedagogical ◽  
A Priority ◽  
Teachers Professional Development ◽  
Development Resource ◽  
Teachers Training

The pedagogical partnership as a priority of modern pedagogical education in assuring the quality of a modern teacher’s training is being characterized. The experience of the pedagogical collaboration of Ivan Ziaziun Institute of Pedagogical and Adult Education of the National Academy of Educational Sciences of Ukraine and Sumy Makarenko State Pedagogical University in the process of long-term creative, scientific, and educational cooperation are presented. The experiment’s results, carried out to improve the quality of philology teachers training and their professional development within the activities of Ukrainian Language and Literature Teachers Professional Development Resource Center, the research laboratories “Researcher's Academic Culture” and “Teacher-Philologist Mediaculture” of Sumy Makarenko State Pedagogical University, are summarized; the achievements in the implementation of researchers’ and teachers’ professional communication are characterized; the specifics of partnership interaction within educational projects are analyzed.

Assessing Teaching Practices Development With Multimodal Narratives

2019 ◽  
pp. 231-250
Author(s):  
Ana Edite Cunha
Keyword(s):  
Professional Development ◽  
Teaching Practices ◽  
Longitudinal Research ◽  
Research Problem ◽  
Task Design ◽  
Epistemic Practices ◽  
Teachers Professional Development ◽  
Productive Engagement

This chapter focuses on teachers' professional development, on the task design and on experimental work, as well as on the role of the teachers' mediation in the quality of student learning. The research problem was how the teacher can promote self-directed professional development, namely, improving the quality of teaching practices to influence the quality of students' learning, in their engagement in experimental tasks and epistemic practices. A longitudinal research methodology was followed during 10 years, based on a qualitative case study, from a curricular approach in secondary education. The analysis of data collection on teaching practices and students' learning over time and the teachers' professional pathways allow to formulate the following conclusions: (1) new traits of teaching practices were identified that promote students' productive engagement; (2) changes to the task design were enough to trigger differences in teachers' mediation, with consequences for students' epistemic practices and their productive engagement.

scholarly journals Teacher Evaluation

2020 ◽  
Author(s):  
Nurahimah Mohd Yusoff ◽  
David Jimoh Kayode
Keyword(s):  
Professional Development ◽  
Teacher Evaluation ◽  
Effective Teacher ◽  
Student Knowledge ◽  
Summative Assessments ◽  
Evaluation Strategies ◽  
Teachers Professional Development

As stipulated in some educational documents, no country can grow beyond the quality of its teachers. Thus, teachers need necessary support in discharging their responsibilities, and teacher evaluation is a valuable tool because of the relevance of teacher evaluation to both the teachers and the stakeholders. Therefore, teacher evaluation in terms of formative and summative assessments helps in determining what is working well in classrooms, identifying areas of improvement for teachers, and providing options for teachers’ professional development to support their continued growth. Stakeholders in education have several roles in ensuring effective teacher-evaluation strategies and in determining how effective teacher evaluation can be achieved. In assessing students, teachers test student knowledge in order to determine what they have learned, what they have not understood, and how effectively the courses are being taught.

scholarly journals ПРОЦЕСС ЭВАЛЮАЦИИ В СОВРЕМЕННОМ ОБРАЗОВАНИИ (THE PROCESS OFEVALUATION IN MODERN EDUCATION)

2020 ◽  
Author(s):  
Askhat Imangaliev ◽  
Gulmira Mukanova
Keyword(s):  
Professional Development ◽  
Lesson Study ◽  
Professional Growth ◽  
School Development ◽  
Communication Model ◽  
School Teachers ◽  
Communication Models ◽  
Evolution Of Communication ◽  
Teachers Professional Development

The article shows the results of studies of modern problems that arise in the work. The process of evolution of communication models of many scientists and schools was studied, the tendency of their development was highlighted, and a communication model was developed that is adapted to modern conditions. In the context of globalization, changes in education were analyzed, including changes in school management combined with experience. On ways and methods of supporting the professional growth of school teachers. A draft school development plan was presented. The concept of evaluation was used in the learning process. The management of the school indicates ways to solve problems in the updated educational program, based on world practice.New training and evaluation of school development are provided. The issues of increasing the potential and improving the quality of education are revealed. The authors share their experience of teachers' professional development and involvement in leadership. "Nazarbayev Intellectual schools" are guided by the experience and models of making changes in Burke-Lithuania. The experiments" Lesson study" and" Mentoring"were studied. In practice, according to the results of the survey of talismans, the ways of development of the team were shown. Through Coaching,research and professional development of teachers were conducted.

scholarly journals Towards a Reflective Textbook Evaluation Model

EFL Journal ◽  
2016 ◽  
Vol 1 (3) ◽  
Author(s):  
Hassan Ait Bouzid ◽  
Reddad Erguig ◽  
Mohamed Yeou
Keyword(s):  
Professional Development ◽  
High School ◽  
English Language ◽  
Evaluation Model ◽  
Language Teachers ◽  
High School English ◽  
Textbook Evaluation ◽  
Teacher Training Programs ◽  
Teachers Professional Development

This paper investigates ways in which textbook evaluation can help in implementing a positive change in EFL teachers’ professional careers. It draws the attention of Moroccan high school English language practitioners to the viability of using textbook evaluation as a reflective practice to enhance teachers’ professional development. It argues that a systematic textbook evaluation allows teachers to develop professionally while reflecting on the content of the textbooks they are using. This process can be formative within the formal guided context of in-service teacher training programs where voluntary teachers regularly meet in teacher learning communities (TLCs)devoted to textbook evaluation. The objective of such collective reflective activity is to encourage teachers’ lifelong learning as they will learn from each other’s experiences and improve their teaching practices. Eventually, they will agree on effective reflective practices which promote teachers’ professional development. The findings recorded by TLCs could be used in improving the quality of future textbooks. A survey was designed to explore the attitudes of Moroccan high school English language teachers towards the suggested model of textbook evaluation and its ability to promote teachers’ professional development. The findings demonstrated that the teachers are in favor of the suggested textbook evaluation model as they believe that it has the potential of gearing not only their professional development, but also the quality of current and future ELT textbooks.

scholarly journals Teachers’ Professional Development Courses to Ensure Quality Education

2015 ◽  
Vol 2 ◽  
pp. 302
Author(s):  
Karīna Brikmane
Keyword(s):  
Professional Development ◽  
Sustainable Development ◽  
General Education ◽  
Development Strategy ◽  
Quality Of Education ◽  
The Sustainable Development ◽  
Modern Education ◽  
Professional Development Of Teachers ◽  
Teachers Professional Development

The focussed professional development of teachers ensures the quality of modern education. In the context of life-long education, each teacher has to develop their professional and personal competence, to ensure the development of general and professional skills and for teachers to be able to face new challenges and undertake their tasks in non-traditional, but well argued ways, because education strengthens intuition, confidence and the ability to knowingly transform acquired experience into innovation. The issue in the research establishes the contradictions seen within society between the goals set in education and their implementation in the teaching process. Attention has been focussed in this research on the current national situation in the professional development of teachers, gathering information on what is offered and researching the improvements needed for a modern adult learning process. The importance of the research was established by the need for changes in general education and the implementation of sustainable development principles. The main strategic principles, the observation of which could significantly increase the possibility of development are prescribed by the “Sustainable Development Strategy of Latvia until 2030”. They are – innovation, tolerance, co-operation and participation, which should also be included in the content of teachers’ professional development courses, in this way directly influencing the improvement of the quality of education as well.

scholarly journals Construction of an Individual Educational Trajectory as a Way to Reveal the Personal and Professional Potential of a Future Teacher

2020 ◽  
Vol 9 (7) ◽  
pp. 73
Author(s):  
Anna I. Klieba ◽  
Yuliia O. Bludova ◽  
Nataliia A. Galushko ◽  
Olena H. Pavlova ◽  
Nataliia V. Pylypenko
Keyword(s):  
Professional Development ◽  
School Context ◽  
Continuing Professional Development ◽  
Future Teacher ◽  
Induction Programs ◽  
Personal Support ◽  
Academic Paper ◽  
Teachers Professional Development ◽  
Almost All ◽  
Teachers Training

The construction of an individual educational trajectory changes due to a change in approaches to the personal and professional potential of the future teacher. Provided that the acquisition of professional skills by a teacher has not required constant training throughout life, then the modern environment requires a systematic updating of skills and advanced training. In fact, approaches to training and the role of the teacher in the educational environment are changing. Based on an integrative literature review, the trends of individual educational tools for the development of the personal and professional potential of a future teacher within EU have been investigated. The academic paper has revealed significant differences regarding the disclosure of personal and professional potential of future teachers within EU. Differences include: teachers’ training, the establishment of additional requirements for teachers in addition to curricula, regulating teachers’ mobility, professional and personal support, continuing professional development. The article has stated that induction and mentoring for new teachers is widespread within EU and legally established in most European countries. The investigation attests to the fact that induction may play a key role in supporting teachers’ professional development. Induction programs combine elements of mentoring, training, peer review, and scheduled meetings with school principals and colleagues to provide personal, social, and professional support. Induction activity is connected with increased self-efficacy and job satisfaction. Mentoring programs are designed taking into consideration the school context. Pupils’ knowledge, classroom pedagogy, assessment of pupils and harmonization of curriculum standards differ significantly between primary and secondary schools. Supporting measures to promote teachers’ participation have been developed in almost all EU countries.

scholarly journals Realities of Teachers' Professional Development in Community Campuses of Tribhuvan University

NUTA Journal ◽  
2019 ◽  
Vol 6 (1-2) ◽  
pp. 32-38
Author(s):  
Nani Babu Ghimire
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Modern Technology ◽  
New Techniques ◽  
Training Time ◽  
Teacher Professional ◽  
Teachers Professional Development ◽  
Teaching Learning ◽  
Teachers Training

Teacher professional development (TPD) is the modern aspect of teaching learning process. To do effective teaching, the teacher should be trained, excellent as well as up-date according to the change of time. The main purpose of this paper is to explore realities of the teachers’ professional development of the teachers in community campuses of Tribhuvan University (TU). There is great importance of TPD in the teachers of the community campuses since it helps the teacher to develop various kinds of professional skills, knowledge, new techniques and modern technology of teaching. Similarly, there is the great role of TU for the TPD of the teachers of community campuses. As the affiliation university it should organize subject wise teachers’ training time and again. Similarly, it should hold seminar, workshop and conference on the burning issues of teaching and learning. Teachers’ professional development is the demand of the present time and promoting teachers’ capacity is the most important aspect of the quality education. This article is based on the theme of the mini research which is approved by University Grants Commission (UGC) Nepal.

scholarly journals Intercultural Competence Formation of ESL Teachers in a Global Educational Environment

2017 ◽  
Vol 9 (4) ◽  
pp. 47-58
Author(s):  
Oksana Chugai
Keyword(s):  
Professional Development ◽  
Intercultural Competence ◽  
Value Added ◽  
Esl Teachers ◽  
Academic Mobility ◽  
Individual Level ◽  
Effective Strategies ◽  
Theoretical Assumptions ◽  
Teachers Professional Development ◽  
Teachers Training

Abstract Objective: The aim of the paper is to explore existing and emerging opportunities for academic mobility and ESL teachers’ professional development, to present the review of theoretical assumptions about intercultural competence, to provide recommendations on using effective strategies at group and individual levels to increase the effectiveness of ESL teachers training in general and intercultural competence formation in particular. Methodology: This paper explores existing and emerging opportunities for academic mobility and ESL teachers’ professional development, presents the review of theoretical assumptions about intercultural competence. Findings: Effective strategies of intercultural competence formation at group and the individual level were examined. Value Added: The use of theoretical and practical conclusions of this paper would enhance the effectiveness of ESL teachers’ training in general and intercultural competence formation in particular. Recommendations: This paper provides recommendations on using effective strategies to achieve successful intercultural communication at group and individual levels.

scholarly journals EFL University Teachers’ Professional Development in the Thai Context

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Sureepong Phothongsunan
Keyword(s):  
Professional Development ◽  
Teacher Development ◽  
Teacher Collaboration ◽  
Teaching And Learning ◽  
English Teaching ◽  
University Teachers ◽  
Internal Politics ◽  
Teachers Professional Development ◽  
Teacher Career Development

This study aims to explore the perceptions of 30 English as a Foreign Language (EFL) teachers serving in public universities in Thailand regarding needs, challenges and quality of teacher career development in their universities. A questionnaire and an interview are employed to gather data. According to the teacher development programs offered, all universities served by the participants provide prospects for teachers to have further in-service education. In relation to professional development, nearly all participants point out a strong need for obtaining a higher degree as career advancement in their field and interestingly as a tool for salary increment. Teacher collaboration and student learning also emerge as possible factors motivating teachers to strive for self-improvement. Although undertaking research is referred to as an important and for some a required element for English teaching jobs, time-consuming nature and a sophisticated process discourage its instigation. Regarding views about quality of university teacher development, most report being satisfied with the overall universities’ emphasis on improving English teaching and learning by accentuating teachers as a key. However, teachers’ lacking motivation to progress professionally due to excessive teaching workload and internal politics embedded in some universities can be reasons preventing teachers from securing educational growth. Implications from the study shed light on the significance to support the quality of university teachers through furnishing sufficient opportunities of professional development and what Thai EFL university teachers aspire to accomplish most to develop themselves efficiently.

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