How Does Professional Development Improve Teacher Practice in Inclusive Schools?

2015 ◽  
Author(s):  
Melinda M. Leko ◽  
Carly A. Roberts
Keyword(s):  
Professional Development ◽  
Teacher Practice ◽  
Inclusive Schools

scholarly journals Promoting and Enhancing Effective Teacher Professional Development in Tanzania: Lessons from Chinese Teacher Professional Development

2021 ◽  
pp. 9-16
Author(s):  
Amani Abisai Lyanga
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Professional Training ◽  
Teacher Practice ◽  
Educational Achievement ◽  
Effective Teacher ◽  
Related Factors ◽  
Teacher Professional ◽  
Significant Achievement ◽  
Chinese Teacher

This paper reports on promoting and enhancing effective teacher professional development in Tanzania: Lessons from Chinese teacher professional development. Teacher professional development is an important aspect in any country for educational achievement. In several years Tanzania has been facing ineffective teacher training and professional development. As a result, most of the teachers fail to plan their professional development as it expected to be. The analysis of findings indicated that Chinese teacher professional development has obtained significant achievement due to the presence of a strong policy, heavy investment in the teacher education sector, and other related factors. In this regard, these lessons are worth to Tanzania which still struggling to have effective teacher professional development through teacher practice. Therefore this study recommended that the Tanzanian government should encourage professional training programs for teachers through financial and material support.

A Description of the Characteristics and Behaviors of Master Teachers in Nursing

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Jacquelyn McMillian-Bohler ◽  
Linda Copel ◽  
Catherine Todd-Magel
Keyword(s):  
Professional Development ◽  
Qualitative Study ◽  
Nurse Educators ◽  
Teaching Practice ◽  
Teacher Practice ◽  
Master Teacher ◽  
Full Time ◽  
Master Teachers ◽  
And Behaviors ◽  
Teaching Criteria

AbstractMaster teachers are associated with achieving excellence in teaching; however, there are no research studies that describe master teachers in nursing. Based on an analysis of interview responses from eleven, experienced, full-time, undergraduate nurse educators, this qualitative study offers an empirically based description of characteristics and behaviors of master teachers in nursing. This description of master teachers provides nurse educators with characteristics and behaviors that may be needed to develop a master teacher practice. Increasing the number of master teachers in nursing could have implications for creating teaching criteria to evaluate teaching practice and develop professional development activities.

scholarly journals Models of Arts Teacher’s Professional Development

2020 ◽  
Vol 9 (6) ◽  
pp. 77
Author(s):  
Reni Haerani ◽  
Juju Masunah ◽  
Tati Narawati ◽  
Endang Rochyadi ◽  
Mujiarto Mujiarto
Keyword(s):  
Professional Development ◽  
Art Teachers ◽  
Dance Teachers ◽  
Personal Experiences ◽  
Literature Reviews ◽  
Inclusive Schools ◽  
Professional Development Model ◽  
Teacher Professional ◽  
Social Competences ◽  
Descriptive Method

This article aims to describe a model of professional development for art teachers in Indonesia. The model includes the ability to carry out basic tasks and functions as educators, namely pedagogical, professional, and social competences, especially for dance teachers in managing and providing education services to children with special needs. This qualitative research employed a descriptive method with literature reviews, observations, and personal experiences for data collection. The findings show that the teacher professional development model has been carried out by (1) the pre-professional phase, (2) the autonomous professional phase, (3) the collegial professional phase, but never the post-professional or postmodern phase. The activities are conducted as workshops, including discussions with colleagues, principals, and supervisors. This research recommends conducting continuous supervision and development to improve teachers’ competences in providing equitable services in concordance with the needs of inclusive schools.

Future Research and Directions for Professional Learning

2020 ◽  
pp. 163-181
Keyword(s):  
Professional Development ◽  
Social Media ◽  
Continuous Improvement ◽  
Professional Learning ◽  
Teacher Practice ◽  
Collective Responsibility ◽  
Future Research ◽  
Continuous Learning ◽  
Future Learning

This chapter provides direction for future learning endeavors that inform teacher practice. It provides leaders with suggestions for professional development including the understanding of layers present in collaboration, such as the development of trust and respect that leads to a collective responsibility. Teachers valued this cycle of learning resulting in time for continuous learning. This cycle, referred to as the Cycle of Continuous Improvement, will be elaborated on as it pertains to professional development. Additionally, social media as a form of professional learning is examined. Suggestions for self-directed investigation and application are provided.

A Framework for Developing Robust Online Professional Development Materials to Support Teacher Practice under the Common Core

2014 ◽  
pp. 719-731
Author(s):  
Theodore Kopcha ◽  
Keri Duncan Valentine
Keyword(s):  
Professional Development ◽  
Common Core ◽  
Teaching Practices ◽  
Teacher Practice ◽  
Mathematical Discourse ◽  
Online Professional Development ◽  
Emergent Perspective ◽  
The Common ◽  
Mathematics Professional Development ◽  
Support Teacher

The purpose of this chapter is to present a framework for developing online professional development materials to support teachers as they adopt the Common Core standards. The framework builds conceptually from the principles associated with successful mathematics professional development on the teaching practices that support productive mathematical discourse in the classroom. The framework was applied to online materials developed from an emergent perspective (Cobb & Yackel, 1996) in the context of the Common Core fractions standards at the elementary level. Implications for the use of the framework to guide the selection, development, and implementation of mathematics professional development are discussed.

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