Actualization of pre-school teacher’s creativity in the conditions of continuous professional development

Professional Growth ◽

Integrated Approach ◽

The Road ◽

Road Map ◽

Organizational Work ◽

Educational Path ◽

Independent Design

В статье рассматриваются некоторые аспекты внедрения механизма развития педагогического творчества воспитателей дошкольных образовательных организаций в ходе непрерывного повышения квалификации на базе ОГБУ ДПО «Рязанский институт развития образования» и стажировочной площадки института. В статье сосредоточено внимание на пошаговой деятельности преподавателя, связанной с применением в работе со слушателями курсов различных методов, интегрированного подхода и компонентов эстетико-ориентированной среды, форм образовательной и организационной работы с целью формирования у педагогов умений самостоятельного проектирования индивидуального образовательного маршрута дошкольников. Раскрыты авторские методы и технология «Творческий пазл». Сделан вывод о том, что введение в процесс повышения квалификации педагогов дорожной карты, включающей совокупность методов и технологий поэтапной реализации формальных, неформальных и информальных форм образования создает необходимые условия для непрерывного совершенствования педагогического мастерства, развития творческого потенциала и профессионального роста. In the article some aspects of introduction of the development mechanism of pre-school teachers’ pedagogical creativity are considered during continuous professional development on the basis of Regional State Budgetary Institution APE "Ryazansky Institute of educational development" and the internship platform of institute. In the article the attention is concentrated on step-by-step activity of the teacher connected with application in work with students of various methods, integrated approach and components of the esthetic-focused environment, forms of educational and organizational work in order to form at teachers the abilities of independent design of an individual educational path of pre-school children. Author's methods and Creative Puzzle technology are revealed. The conclusion is made that implementation into process of teachers’ professional development the “road map” including set of methods and technologies of stage-by-stage realization of formal, informal and non-formal forms of education creates necessary conditions for continuous improvement of pedagogical mastery, development of creative potential and professional growth.

Relationship between Teachersâ€™ Continuous Professional Development Practices and their Job Performance in Secondary Schools in Eobnyi State, Nigeria

Asian Journal of Applied Sciences ◽

10.24203/ajas.v6i6.5693 ◽

2019 ◽

Vol 6 (6) ◽

Author(s):

Paul Nwakpa

Keyword(s):

Secondary Schools ◽

Job Performance ◽

Professional Growth ◽

Research Question ◽

The State ◽

Correction Coefficient ◽

State University ◽

The Relationship

The main purpose of this study was to determine the relationship between teachersâ€™ continuous professional development practices and their job performance. It was a co-relational study, and was carried out from the three education zones of the state. Population of the study was 4500 teachersâ€™ from the state public secondary schools. The sample for the study was 450 teachersâ€™ selected from the three education zones of the state representing 10% of the population. Researchers-developed instrument, titled: questionnaire on teachers continuous professional development practices and job performance (QTCPDJP) was used to elicit information from the respondents. The instrument was face-validated by three experts from the department of Educational Foundations of Ebonyi State University, Abakaliki. The reliability of the instrument was established through test retest procedure using twenty teachers in public secondary schools in Enugu State, and the reliability index of 0.87 was obtained using the pearson product moment correlation coefficient. The researcher administered the instrument directly on the respondents with the help of three research assistants. The study was guided by only one research question and one null hypothesis. Data collected were analyzed using pearson product moment correction coefficient. Findings of the study revealed that there is a moderate positive correlation between teachersâ€™ continuous professional development practices and their job performance in secondary schools in Ebonyi State. The study among others recommended that teachers should take interests in professional growth and development through regular workshops, seminars and conferences in order to increase their job performance.

School Leaders as Participants in Teachers’ Professional Development: The Impact on Teachers’ and School Leaders’ Professional Growth

Australian Journal of Teacher Education ◽

10.14221/ajte.2015v40n12.8 ◽

2015 ◽

Vol 40 (12) ◽

Cited By ~ 4

Author(s):

Annette Hilton ◽

Geoff Hilton ◽

Shelley Dole ◽

Merrilyn Goos

Keyword(s):

Professional Growth ◽

School Leaders ◽

The Impact

Developing Professionally

Dhaka University Journal of Linguistics ◽

10.3329/dujl.v1i2.3723 ◽

1970 ◽

Vol 1 (2) ◽

pp. 169-180

Author(s):

Rubina Khan

Keyword(s):

Knowledge Base ◽

Teacher Development ◽

Professional Growth ◽

Career Growth ◽

Effective Performance ◽

Service Training ◽

Teacher Associations

Teaching is a challenging job and teachers need to perform well in order to deliver their lessons effectively. One major prerequisite for effective performance is the need for teachers to engage in continuous professional development (CPD). Professional development (PD) includes a cluster of activities related to the enhancement of career growth and refinement of the skills of the practitioner. It may range from activities like attending pre-service and in-service training, participating in conferences, seminars, workshops, joining teacher associations, reading books and articles etc. This article briefly highlights the key ingredients of professional development, outlines the sources of PD and argues that professional development is essential for promoting individual and professional growth. Keywords: Professional Development (PD), Continuous Professional Development (CPD), Teacher Development (TD), knowledge base, ELT professional, facets of Continuous Professional Development.DOI: 10.3329/dujl.v1i2.3723 The Dhaka University Journal of Linguistics: Vol. 1 No .2 August, 2008 Page: 169-180

Progress in English Language Teaching Through Continuous Professional Development—Teachers’ Self-Awareness, Perception, and Feedback

Frontiers in Education ◽

10.3389/feduc.2021.757285 ◽

2021 ◽

Vol 6 ◽

Author(s):

Balachandran Vadivel ◽

Ehsan Namaziandost ◽

Abdulbaset Saeedian

Keyword(s):

English Language ◽

English Language Teaching ◽

Sample Population ◽

Self Awareness ◽

Global Standards ◽

Efl Teacher ◽

Efl Teachers ◽

This research aimed to investigate the various aspects of EFL teachers’ professional development through Continuous Professional Development (CPD). Hence a study involving 83 EFL teachers from different socio-economic, multi-cultural, educational, and disciplinary backgrounds was conducted to ascertain their attitudes, perceptions, and feedback on CPD. The sample population was random, and the data collection was through a questionnaire. The results showed that teachers take charge of their CPD, but for better outcomes, they need professional development through shared experience, reflective teaching, and have a sense of community among them to stay at par with the global standards of the education system. Through this research, the concept of CPD and its significance in teaching English are made available. This study also proposes higher achievement in education through teacher professional development programs. Moreover, the analysis demonstrated that teachers are confident in what they do because of their positive belief in their own CPD. From the results, it was clear that every EFL teacher should take charge of their professional development to become better teachers and help students achieve their goals.

Preparing Pre-service and In-service Teachers to Teach Mathematics and Science Using an Integrated Approach: The Role of a Six-Week Summer Course

International Journal of Learning Teaching and Educational Research ◽

10.26803/ijlter.20.1.4 ◽

2021 ◽

Vol 20 (1) ◽

pp. 64-85

Author(s):

Roland G Pourdavood ◽

Meng Yan

Keyword(s):

Administrative Support ◽

Research Question ◽

Integrated Approach ◽

Teaching Mathematics ◽

Essential Components ◽

Field Notes ◽

Ongoing Support ◽

Mathematics And Science

Many pre-service and in-service elementary teachers indicate that they have limited content knowledge, pedagogical knowledge, and experience regarding the integrated teaching of mathematics and science. Such limitation puts them in an uncertain and vulnerable situation in terms of planning and instruction. This qualitative, descriptive, and interpretative study examines the experiences of 28 pre-service and in-service teachers as they plan and teach during a six-week summer course on integration of mathematics and science instruction for 4th and 5th grades. The research question is: how may a six-week summer course focusing on planning and teaching mathematics and science using an integrated approach enhance teachers’ knowledge, experience, and confidence in teaching? Data include participating teachers’ reflections on assigned readings, meeting discussions, collaborative planning and teaching, their final papers, and the instructor’s field notes. The findings suggest that the exchange of ideas and information along with the instructor’s ongoing support provides the teachers with opportunities to become more knowledgeable and confident in integrating mathematics and science. The study also suggests that ongoing professional development and school district administrative support are essential components for sustaining teachers’ professional development related to teaching mathematics and science from an integrated perspective.

Programmes design for teachers’ professional development as a way of organizational development for the human’s capital of the university

SHS Web of Conferences ◽

10.1051/shsconf/20219901035 ◽

2021 ◽

Vol 99 ◽

pp. 01035

Author(s):

Rimma Gilmeeva ◽

Liutsiia Shibankova

Keyword(s):

Organizational Development ◽

Professional Education ◽

Professional Growth ◽

Quality Criteria ◽

Educational Activity ◽

Expert Assessment ◽

Special Role ◽

The University

The relevance of the article is caused due to the importance of teacher’s professionalism in achieving success of university’s educational activity, and quality of higher education which defines the need for teacher’s continuous professional growth in higher school according to the pedagogical career strategy. It is determined by teacher’s individual needs and abilities, as well as the inquiries of the university. The leading role in the complex of training materials for additional professional education belongs to additional programmes of teachers’ professional development. The purpose of the article is to design additional programmes for teachers’ professional development and to identify the criteria for their efficiency. Packages of modular-based programmes, stages for design of the program for teachers’ professional development, characteristics of modular-based educational programmes, groups of quality criteria for the additional program for teachers’ professional development and a matrix of an expert assessment of programmes for teachers’ professional development (online mode) within external expertise are presented in the article. The authors emphasize the special role of personnel’s potential in the system of additional professional education. The article is intended for scientists, teachers, experts of the system of additional professional education, post-graduate students and students.

Modern Trends in Continuous Professional Development of Foreign Language Teachers (On the Basis of the British Council Research)

Comparative Professional Pedagogy ◽

10.1515/rpp-2017-0055 ◽

2017 ◽

Vol 7 (4) ◽

pp. 89-97

Author(s):

Olesia Sadovets

Keyword(s):

Foreign Language ◽

Professional Learning ◽

Language Teachers ◽

Foreign Language Teachers ◽

British Council ◽

Professional Activities ◽

Academic Achievements ◽

Abstract Research conducted by the British Council concerning modern continuous professional development of teachers has been analyzed. The issue concerning foreign language teachers’ professional development has been considered. Productive approach to this process that gives a teacher the opportunities to define aspects of their professional activities that are in need of improvement and introduce appropriate strategies of their own professional development has been characterized. Direct connection between continuous teachers’ professional development and the level of students’ academic achievements has been stressed. Key characteristics of effective professional development have been defined, namely: being correspondent to actual needs of teachers and students; teachers’ involvement into the decision making concerning the content and the fulfillment of professional development; provision of cooperation and teachers’ experience exchange; collegiality presupposing common work of teachers and educational establishments in general; practicality, that is the fulfillment of professional development directly in the process of teachers’ work in class; obligatory character of professional development as indispensable part of teachers’ work; constant reflection and research; prioritizing academic achievements of students as the main stimulus for professional learning of teachers; continuity of professional development and its consideration not as separate forms of work. Modern widely used forms of teacher professional development have been analyzed, namely: self-education, common lessons planning with their further analysis; professional discussions concerning new teaching techniques and the appropriateness of their application; reflexive groups for teaching experience exchange and lessons analysis (video recording of lessons or students’ works), observation/attending teachers’ lessons with their further discussion in constructive form and without formal evaluation; participation in professional learning communities to solve urgent issues concerning school work and teachers’ professional activities; common work of teachers with curricula for detailed studying of problematic issues and their elimination; common teachers’ elaboration of learning materials for definite groups of students; participation in mentoring programs; work in online educational communities It has been proved that modern professional development of foreign language teachers shifts its focus from the competency of a teacher to the level of students’ academic achievements which is the direct indicator of a teacher’s competency.

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

Вестник ◽

10.47649/vau.2020.v58.i3.08 ◽

2020 ◽

Author(s):

Askhat Imangaliev ◽

Gulmira Mukanova

Keyword(s):

Lesson Study ◽

Professional Growth ◽

School Development ◽

Communication Model ◽

School Teachers ◽

Communication Models ◽

Evolution Of Communication ◽

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.

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

The Opportunity of Unified Professional Competence Development for School Teachers Collective

10.17770/sie2015vol4.507 ◽

2015 ◽

Vol 4 ◽

pp. 21

Author(s):

Karīna Brikmane

Keyword(s):

Professional Growth ◽

Professional Competence ◽

Good Practice ◽

Education Programme ◽

Further Education ◽

Theory And Practice ◽

Teaching Competencies ◽

Development Of Competencies ◽

Teachers’ professional development in Latvia is currently being guided according to the overall mission in education – to create a society, which is engaged in life-long learning. Teaching proficiency and professional growth in teachers’ work are the primary strategies, which to a large extent determine, influence and implement changes in the education sphere. That is why the ongoing development of professional competencies is planned, and results are expected in the goals of the further education programme and in the development of competencies in teachers’ collective.The significance of the research is determined by the need to provide modern, high quality, competitive education for the younger generation. As a consequence, the need for teachers’ ongoing professional development emerges, which is based on the development of competencies appropriate to the time and contemporary methods. Theory and practice have shown that further education is the most effective when it is based on theory, education strategy and real demand/needs.Investment in the development of teachers’ professional growth is one of the most significant resources for improving education quality in the nation. In searching for new and influential resources for the growth and development of teaching competencies, the professional development system and opportunities of practising teachers and schools, and examples of good practice in the promotion of teachers’ professional growth will be analysed.

Disrupting Relationships

Disrupting Pedagogies in the Knowledge Society ◽

10.4018/978-1-61350-495-6.ch002 ◽

2011 ◽

pp. 16-31 ◽

Cited By ~ 1

Author(s):

Vicki Stieha ◽

Miriam Raider-Roth

Keyword(s):

Professional Growth ◽

Teaching Practices ◽

Teaching Practice ◽

The Self ◽

Learning And Teaching ◽

Teachers Experiences ◽

Evolutionary Step ◽

The Individual

Can the disruption of teachers’ relationships with themselves, as both teachers and learners, be a source for professional growth? In this chapter the authors explore teachers’ professional development experiences as a source for disrupting relationships with the “self-as-teacher” and “self-as-learner” and the way this process can facilitate innovative changes in their teaching practices. While some may view “disrupting relationships” as a negative move, the chapter will frame a view of such relational ruptures with subsequent repair as potentially growth fostering. In contrast to a view that sees disrupting relationships as a negative move, this work provides a view of reconciliation and repair as one that propels the individual forward – a move that is steeped in learning about self and about other. Developmentally, the authors understand the sense of disconnection, or rupture, as an essential “evolutionary” step as individuals continue to move beyond their mental and emotional boundaries increasing growth and learning (Kegan, 1982, 1994). In seeking to understand the teachers’ experiences, this work provides an intimate and descriptive picture of the negotiations participants made during and after an extended professional development seminar vis-à-vis their learning and teaching practice. In doing so, the authors make visible the complicated processes involved as teachers question conventional practices and invite innovation into their classrooms.