Building the Platform of Teacher Professional Development in Vocational College to Convert Tacit Knowledge

2013 ◽  
Vol 380-384 ◽  
pp. 2906-2910
Author(s):  
Cai Xia Wang
Keyword(s):  
Professional Development ◽  
Vocational Education ◽  
Tacit Knowledge ◽  
Teacher Professional Development ◽  
Sql Server ◽  
Functional Modules ◽  
Vocational College ◽  
Teaching Activities ◽  
Teacher Professional ◽  
Vocational Colleges

Due to the particularity of vocational education, vocational colleges teacher had a lot of tacit knowledge in skill, which was very difficult to be coded, summed and expressed. The platform was built to promote the conversion of tacit knowledge and improve teacher professional development by some tools and technology. The structure of the platform used B/S mode, and there were some functional modules which were Resource Database, Teacher Studio, Teaching Activities Room and Watching the Video Room. The platform had been developed by Microsoft Visual Studio 2010, C#. Net and Microsoft SQL Server 2008.

scholarly journals Community of Practice: An Effective Way to ESL Teacher Professional Development in Vocational Colleges

2018 ◽  
Vol 11 (7) ◽  
pp. 158
Author(s):  
Shan Kong
Keyword(s):  
Professional Development ◽  
Community Of Practice ◽  
Teacher Professional Development ◽  
Esl Teachers ◽  
Teacher Community ◽  
Vocational College ◽  
English Teaching ◽  
Teaching Reform ◽  
Teacher Professional ◽  
Vocational Colleges

Teacher professional development is essential to English teaching reform in vocational colleges. Community of practice presents a new way for professional development of ESL teachers in vocational colleges in China. This paper introduces and discusses the process of creating and exploring ESL teacher community of practice in a vocational college. And it points out that teacher community of practice is an effective way to teacher professional development.

scholarly journals Reflective Teaching as a Tool for Teacher Professional Development

2021 ◽  
Vol 6 (2) ◽  
pp. 101-110
Author(s):  
Dwi Riyanti
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
English Education ◽  
Reflective Teaching ◽  
Teaching Activities ◽  
Self Reflection ◽  
Efl Teachers ◽  
Teacher Professional ◽  
The Impact

Reflection has long been known as an important component for teacher professional development, and it has been widely researched. However, little is known about how teachers reflect on their teaching. Aiming at finding out how in-service English as a foreign language (EFL) teachers reflect on their teaching activities and how their self-reflection impacts their professionalism, the current study employs a qualitative case study as its research design. It involved six in-service EFL teachers at various levels of education, such as kindergarten, elementary, junior, and senior high schools, who were taking the postgraduate program in English Education at FKIP Universitas Tanjungpura as the research participants. The data for this study were obtained through questionnaires and interviews, as well as the written analysis of participants' teaching videos. After being analyzed qualitatively, the findings of this study indicate that most respondents reflect on their teaching activities at a very basic level. In relation to the impact of their reflective teaching on their professionalism, however, overall, respondents thought that their reflection activities helped them know their weaknesses and strengths in teaching, which encouraged them to become better teachers.

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