The Knowledge Management of University Teachers Based on Information Technology

2013 ◽  
Vol 765-767 ◽  
pp. 3282-3284 ◽  
Author(s):  
Yu Jie Gao
Keyword(s):  
Professional Development ◽  
Information Technology ◽  
Knowledge Management ◽  
Teacher Professional Development ◽  
Development Strategy ◽  
Present Situation ◽  
Present Stage ◽  
School Knowledge ◽  
University Teachers ◽  
Teacher Professional

Teachers' knowledge management is one of the main forms of school knowledge management, is to improve the level of teaching and teacher professional development strategy. This paper explains the meaning of knowledge management, points out the importance of the development of knowledge management of university teachers, reveals the present situation of college teachers' knowledge management at the present stage at the same time, gives the countermeasures to solve this situation.

scholarly journals Review of Collaborative Lesson Study: ReVisioning Teacher Professional Development

2020 ◽  
Vol 12 (2) ◽  
Author(s):  
Erin M. Faeth
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teacher Professional Development ◽  
Development Strategy ◽  
Lesson Study ◽  
Teacher Agency ◽  
Diverse Backgrounds ◽  
Teacher Professional ◽  
Classroom Inquiry

This article offers a review of Vicki S. Collet’s (2019) book Collaborative Lesson Study: ReVisioning Teacher Professional Development. In this text, Collet provides a guide to the implementation of Collaborative Lesson Study, an ongoing, in-classroom, inquiry-based professional development strategy. The text includes scaffolding on how to (a) plan a lesson for lesson study, (b) observe the lesson in ways that will further the teacher’s understanding of their practice and students, and (c) debrief from the lesson to inform future instruction. This text supports educators in implementing this process in schools and higher education contexts to increase teacher agency and efficacy, as well as to promote instruction for students that is responsive to their diverse backgrounds and needs.

scholarly journals Promoting critical thinking in higher education in the context of teacher professional development

2019 ◽  
Author(s):  
Amanda R. Franco ◽  
Rui Marques Vieira
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Critical Thinking ◽  
Teacher Professional Development ◽  
Development Program ◽  
Continuing Professional Development ◽  
Education Students ◽  
Global Citizens ◽  
University Teachers ◽  
Teacher Professional

Critical thinking is profusely recognized as a key-skill for today's higher education students, who are simultaneously future employees/employers and forever local-global citizens. Yet, critical thinking must be deliberately, explicitly, and systematically promoted if it is expected to arise and expand. Such a promotion may be stimulated by teachers through the application of strategies that are oriented to critical thinking. Alas, recurrent evidence shows that teachers themselves need teacher professional development on how to do so, seeing that, as a rule, teacher education does not address the promotion of critical thinking open-handedly. With such in mind, the present paper presents a proposal of a teacher continuing professional development program consisting of five two-hour sessions, aimed at enabling university teachers to learn about critical thinking and how to think critically and, in turn, to learn how to teach their students for critical thinking. This program shall be implemented in 2019, with teachers at a public university located in the northern-central region of Portugal. Considerations are made about how the promotion of critical thinking in higher education may be performed via university teacher continuing professional development, bearing in mind the characteristics of this specific public and the principles of teacher professional development itself.

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