School-Based Professional Development of Teachers

2021 ◽  
pp. 379-394
Author(s):  
Emmanuel Adjei-Boateng ◽  
Joseph E. Cobbinah
Keyword(s):  
Professional Development ◽  
Learning Community ◽  
Teacher Learning ◽  
School Effectiveness ◽  
Learning And Development ◽  
School Based ◽  
Professional Development Of Teachers ◽  
Strategic Role ◽  
Context Specific ◽  
School Heads

School-based professional development of teachers is gradually gaining roots as an effective, relevant, and context-specific alternative to teacher learning and development. Apart from helping to update teachers' knowledge, understanding, and skills, it promotes the establishment of learning communities and for that matter, a community of practice in schools. It is cost-effective and collaborative in approach. This chapter attempts to link school leadership with school effectiveness through the application of school-based professional development of teachers. It is aimed at introducing school heads/principals, especially those in developing countries, to school-based professional development of teachers, as a viable option to teacher learning and development, in terms of its nature, principles and processes, theoretical basis, and models that can be applied in different school contexts. It also examines the strategic role of school heads/principals in promoting the learning community in their schools through the adoption and implementation of school-based professional development of teachers.

scholarly journals Teacher Learning Community and EFL Teacher Professional Development

2021 ◽  
pp. 54-58
Author(s):  
Hongmei Han ◽  
◽  
Jinghua Wang
Keyword(s):  
Professional Development ◽  
Learning Community ◽  
Teacher Learning ◽  
Academic Writing ◽  
Teaching Practice ◽  
Research Activities ◽  
Efl Teachers ◽  
Teachers Professional Development ◽  
The Impact ◽  
Teacher Learning Community

This study explores the impact of teacher learning community on EFL teachers’ professional development. The participants are 17 EFL teachers from Hebei University in China. A year-long study was conducted on these teachers' group leaning activities through participatory observation and in-depth interviews. The preliminary results are as follows: 1) Generally speaking, through conversation, interaction and online peer evaluation in learning community, participant teachers have improved professionally in terms of critical thinking, academic writing, reflective thinking and research awareness; 2) In learning activities of the community, the experienced teachers focused more on the construction of knowledge regarding research methodology, through interaction with others and participation in teaching-based research activities, to reconstruct their knowledge about teaching and research; while the novice teachers placed more emphasis on the reconstruction of knowledge regarding pedagogical theories and the way these theories are applied in teaching practice, through social interaction with other teachers.

School-Based Professional Development Programs for Beginning Teachers

2019 ◽  
Author(s):  
Joanna Madalińska-Michalak
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Beginning Teachers ◽  
Professional Learning ◽  
Professional Education ◽  
Early Career ◽  
Learning And Development ◽  
Quality Teachers ◽  
High Quality ◽  
School Based

School-based professional development for beginning teachers must be seen as a dynamic identity and decision-making process. Teachers as lifelong learners from the beginning of their career should be able to engage in different forms of teacher education that enable them to progress their learning and development in ways that are relevant to their own individual needs and the needs of their schools and pupils. Teacher individual professional learning is necessary but not sufficient for sustainable change within groups in school and within school as an organization. It is helpful to consider three elements. First, note the importance to schools of recruiting and developing high-quality teachers. Teachers are among the most significant factors in children’s learning and the quality school education, and the questions why and how teachers matter and how teacher quality and quality teacher education should be perceived require serious considerations from academics, policymakers, and practitioners. Second, understand teacher education as career-long education, and problematize the issue of teachers and coherent professional development within schools, asking key questions including the following: “how do schools create effective opportunities for teachers to learn and develop?” Third, focus on the particular journey and the needs of beginning teachers because their early career learning and development will have an impact on retention of high-quality teachers. It is important that coherent lifelong professional education for teachers is planned and implemented at the level of education systems, individual schools, teaching teams, and individual teachers.

The Role of the School-Based Tutor in the Professional Development of Teachers

1981 ◽  
Vol 163 (2) ◽  
pp. 184-199
Author(s):  
Agnes McMahon
Keyword(s):  
Professional Development ◽  
Staff Development ◽  
Beginning Teachers ◽  
Teacher Induction ◽  
Support Staff ◽  
Initial Training ◽  
School Based ◽  
Pilot Scheme ◽  
Professional Development Of Teachers

This paper examines ways in which a teacher appointed as professional tutor can support staff development activities in a school. Three task areas are identified: support for students in initial training, induction programmes for beginning teachers, and in-service activities for experienced staff. Reference is made to the experience gained in the Teacher Induction Pilot Scheme Project concerning the tutor role. It is argued that a more productive way forward is to concentrate on the staff development tasks that a school has to undertake rather than on the question of who should carry them out. The James Report's suggestion that each school should have a professional tutor with responsibility for staff development will be the correct solution in some cases but not in all.

scholarly journals Developing a school based model for optimising the professional development of Canadian primary school teachers

2012 ◽  
Vol 2 (4) ◽  
pp. 25
Author(s):  
Jonathan William Pitt ◽  
Hettie van der Merwe
Keyword(s):  
Professional Development ◽  
Primary School ◽  
Learning Community ◽  
Teacher Development ◽  
School Principal ◽  
School Teachers ◽  
Primary School Teachers ◽  
Achievement Data ◽  
School Based

The purpose of this study was to develop a school based model for optimizing the professional development of Canadian primary school teachers. This study focused on the role of the school principal in teacher development and improving learner achievement data. This study utilised a literature review covering a comprehensive review of existing models of teacher development, the school as a professional learning community and the role of the school principal. The empirical investigation was based on a mixed methods approach using a quantitative questionnaire with a sample of 145 out of a possible 200 (representing a 73% return rate) and twenty (10 school principals & 10 teachers) qualitative semi-structured in-depth individual interviews to gather data from both a teacher group and a school management group from a teacher education faculty at a local university and a selected English Public school district in Canada in the province of Ontario.

scholarly journals A Professional Learning Community as a Factor of the Professional Development of Teachers

1970 ◽  
pp. 417-426
Author(s):  
Galit Magrafta
Keyword(s):  
Professional Development ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Peer Learning ◽  
Professional Development Of Teachers ◽  
The Creation

The article presents the importance of the professional learning community in the school framework. It discusses the creation of a learning community, its characteristics, advantages, and the challenges in the leadership and establishment of a professional learning community. In addition, the article presents the importance of the introduction of a learning community into educational frameworks and provides a solution to the resources that pertain to the time or systemic flexibility.This article highlights the importance of collaborations, peer learning, and a productive discourse among teacher colleague

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