Exploring Professional Development of Teachers: The Case of Ethiopia, Finland, India and Singapore

2021 ◽  
pp. 121-133
Author(s):  
Gara Latchanna ◽  
Mittireddy Venkataramana ◽  
Abebe Garedew
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Student Teachers ◽  
Professional Competence ◽  
Teaching Profession ◽  
Professional Autonomy ◽  
Theory And Practice ◽  
Initial Teacher Education ◽  
Special Needs Education ◽  
Professional Development Of Teachers

The paper attempts to provide a snapshot of the current practices in the Professional Development of Teachers (PDoT) in four selected countries namely, Ethiopia, Finland, India and Singapore. PDoT has been analysed in the form of a continuum of Initial Teacher Education (ITE), Induction and Continuous Professional Development (CPD). The survey of literature revealed that for ITE in two countries, i.e. Ethiopia and India, the system was unable to attract competent applicants, as a result ofwhich the professional competence of teachers suffered. On the other hand, Finland and Singapore were the epitomes of having effective ITE system. The ability to attract candidates with high potential into ITE, right amount of emphasis on theory and practice in ITE programmes, the existence of effective CPD and rigorous professional development community involving the ministry of education, universities of teacher education and schools, and high prestige for the teaching profession enabled Finland and Singapore to be the star performers in PDoT. In Finland, the provision of one-year CPD training on special needs education to all teachers and professional autonomy to teachers were the salient features whereas in Singapore, a monthly stipend for student teachers during initial teacher education and multifarious career tracks for the teacher were a few additional features. 'This survey of literature has presented significant lessons drawn from eachrespective country regardingpractices in PDoT.

scholarly journals TEACHER PARTICIPATION IN ACCREDITED MUSIC PEDAGOGY PROGRAMMES

TEME ◽  
2021 ◽  
pp. 1275
Author(s):  
Danijela Sudzilovski ◽  
Danijela Vasilijevic
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Work Experience ◽  
Professional Competence ◽  
Work Motivation ◽  
Continuous Professional Development ◽  
Teacher Participation ◽  
Initial Teacher Education ◽  
Music Pedagogy ◽  
Professional Development Of Teachers

The quality of initial education, the professional affirmation of beginners, extensive work experience, favourable professional climate, work motivation and continuous professional development are the prerequisites for successful work of today’s teachers. Initial teacher education is the main requirement for ensuring teacher’s professional competence in teaching, however, their professional self-actualization can only be achieved by means of continuous and lifelong development of professional competences, both through individual and institutional professional development. The paper discusses the formal, institutionalised professional development of teachers in the field of music pedagogy through content analysis of accredited programmes for professional development of teachers. Our aim is to analyze the scope of music pedagogy content in accredited programmes for professional development of teachers and identify teacher participation in those programmes. In that regard, the subject of our study are accredited programmes represented in the catalogues of programmes for continuous professional development of teachers, preschool teachers and technical associates, issued by the Institute for the Improvement of Education, as well as in the Professional Development Database of the Centre for Professional Development of Education Professionals. The research is based on the implementation of a descriptive method. The sample comprises 9 official catalogues, published between 2006 and 2018. Research results show that in this period, the total selection of teacher education programmes gradually increased, but the inclusion and participation of teachers in the programmes dedicated to professional development in the field of music pedagogy has been limited.

scholarly journals Masteroppgaven – relevant for grunnskolelæreren?

2016 ◽  
Vol 10 (2) ◽  
pp. 193-211 ◽  
Author(s):  
Rachel Elise Jakhelln ◽  
Kristin Emilie Bjørndal ◽  
Gerd Stølen
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Student Teachers ◽  
Master's Degree ◽  
Initial Teacher Education ◽  
The Arctic ◽  
Master's Level ◽  
Pilot Program ◽  
Master's Thesis ◽  
Master’S Degree

UiT Norges arktiske universitet har gjennomført en nasjonal pilot i grunnskolelærerutdanning på masternivå, hvor de første studentene fullførte utdanningen og leverte masteroppgave våren 2015. Denne artikkelen fokuserer på hvilken relevans studentene opplever at masteroppgaven har for den fremtidige profesjonsutøvelsen deres. Å undersøke studentenes oppfatning av masterarbeidet er av betydning, ikke bare fordi masterutdanning blir en nasjonal ordning fra 2017, men også for å utvikle kunnskap om betydningen av forsknings- og utviklingskompetanse for grunnskolelærere. Studiens empiriske materiale er en intervjuundersøkelse med 22 av de 61 første masterstudentene. Undersøkelsen inngår i en longitudinell studie som vil belyse nyutdannedes profesjonslæring i starten av karrieren, og konkret hvordan lærere integrerer kunnskapen fra utdanningen med kunnskap og erfaringer de utvikler som ferske lærere. Resultatene fra denne delstudien viser at masterarbeidet har gitt studentene dybdekunnskap og FoU-kompetanse som er av betydning for den videre profesjonsutøvelsen. Studien viser også at det er betydningsfullt at masteroppgaven har forankring i skolens praksis og bidrar til utviklingen som lærer. Av materialet fremgår det også at studentene fremhever selvstendighet og evne til samarbeid, og de er stolte av masterarbeidet sitt. Resultatene er drøftet opp mot begrepene konseptuell og kontekstuell kunnskap (Afdal & Nerland, 2012; Muller, 2009) og i lys av profesjonsteori. Masterarbeidet synes avgjørende for profesjonsidentiteten, men det vil kreves et systematisk utviklingsarbeid for å kunne gi masterarbeidet kvaliteter som kan støtte opp om studentenes utvikling som profesjonelle lærere. For lærerutdanningene tilsier dette at FoU-kompetanse må gis oppmerksomhet fra første dag i utdanningen.Nøkkelord: grunnskolelærerutdanning, masteroppgave, nyutdannet lærer, FoU-kunnskap, profesjonell identitet, profesjonsidentitet, konseptuell/kontekstuell kunnskapAbstractThe National Teacher Education Curriculum in Norway will from 2017 be taught at master’s level, extending from four to five years. In relation to this, The University of Tromsø, the Arctic University of Norway, in 2010 launched a national pilot program in teacher education: a five year long research-based master’s degree, divided into two programs adjusted to the Norwegian educational system: 1st–7th and 5th–10th grade, from which the first students graduated in the spring of 2015. This article aims to examine the importance the master’s thesis holds for teacher education student’s development of knowledge and future professional work. The analyzed data consist of interviews conducted with 22 of the 61 graduating students from the national pilot program. The study is part of a five-year longitudinal research project, illuminating professional development of newly educated teachers with a master’s degree and in what way knowledge from Initial Teacher Education sustains when encountering the profession. It is important to explore the students’ views of the thesis, not only because the five-year master’s programs will be implemented on a national level, but also because knowledge about the significance of R&D for school teachers is needed. Our analysis shows that the results of the work with the thesis are deep knowledge, R&D competence deemed relevant for teaching, autonomy and interpersonal skills: the students reported feeling proud of their own work. The results are discussed in relation to the concepts contextual and conceptual knowledge (Afdal & Nerland, 2012; Muller, 2009) as well as relating to theories of professionalism. To achieve excellence in a R&D-based program, which can support student teachers’ professional development, a systematic and evolving approach is cruical. For the future development of teacher education at master’s level, this means that R&D competence must be emphasized from day one.Keywords: teacher education, master’s thesis, newly educated teacher, R&D knowledge, professional identity, conceptual/contextual knowledge

scholarly journals “It’s just a stage I’m going through”: moving student teachers from ‘good’ to ‘outstanding’.

2013 ◽  
Vol 4 (8) ◽  
Author(s):  
Mark Betteney
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Student Teachers ◽  
Initial Teacher Education

This article identifies three published models of professional progression in Initial Teacher Education (ITE), and uses them to ask questions about the stages of pedagogic development that student teachers tend to go through. It is written to enhance student teacher’s understanding of the processes involved, and to give them the vocabulary they may need to reflect on their on-going professional development

scholarly journals The Discourse of Partnership and the Reality of Reform: Interrogating the Recent Reform Agenda at Initial Teacher Education and Induction Levels in Ireland

2016 ◽  
Vol 6 (3) ◽  
pp. 37-58
Author(s):  
Judith Harford ◽  
Teresa O'Doherty
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Student Teachers ◽  
Policy Development ◽  
Implementation Process ◽  
Initial Teacher Education ◽  
Regulatory Body ◽  
Reform Agenda ◽  
School Based ◽  
The University

Over the last decade, teacher education in Ireland has experienced radical reconceptualization and restructuring at both initial teacher education [ITE] and induction levels, with reform of continuous professional development now in the planning phase. The establishment of the Teaching Council (2006) as a statutory, regulatory body, with a role in the review and accreditation of teacher education, increased the visibility of and policy focus on teacher education. Significant reform of initial teacher education was announced in 2011 that included both an extension of the duration of programmes and, most notably, the period the student teachers were to be engaged in school-based professional development. This increased period has been accompanied by a shift in the understanding of what is involved in practicum and implies a redefinition of the respective roles of the university and the school, and the development of a new form of partnership between both agencies. The period of induction and probation has also become an area of reform with an emphasis on school-based coaching and the evaluation of newly qualified teachers, which devolves decisions on teachers’ full recognition and membership of the profession, to principals and colleagues.This shift, which changes the established approach to induction for primary level teachers, has resulted in the withdrawal of cooperation with this policy by the main teacher union and to the implementation process being stymied. Both policy developments bring the concept of partnership within Irish education into sharp focus: a partnership between schools and universities in ITE, but also partnership in policy development and implementation in the case of induction.

scholarly journals A narrativa como opção metodológica de pesquisa e formação de professores

Horizontes ◽  
2015 ◽  
Vol 33 (2) ◽  
Author(s):  
Maria Goreti Da Silva Sousa ◽  
Carmen Lúcia De Oliveira Cabral
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Research Methodology ◽  
Teaching Practice ◽  
Narrative Research ◽  
Teaching Profession ◽  
Methodological Choices ◽  
Training Teacher ◽  
Professional Development Of Teachers

ResumoO presente artigo é fruto das discussões gestadas na disciplina Pesquisa Narrativa em Educação do Doutorado em Educação do PPGED-UFPI, o principal objetivo é refletir sobre as contribuições da narrativa no contexto da pesquisa e da formação de professores. A narrativa de formação tem se constituído no cenário educacional como uma das opções metodológicas dentre os diversos métodos que já apresentam campo estabelecido. É, por sua natureza, carregada de significados e características próprias, permitindo-nos entender como seus componentes desencadeiam e proporcionam aos sujeitos a problematização, a revelação, a compreensão e o processo de reflexão sobre a prática docente através de diferentes técnicas e instrumentos. A construção de narrativas, sua leitura, análise, discussão, em contextos de formação inicial e contínua, consubstanciam-se em potencialidades no desenvolvimento pessoal e profissional dos professores, contribuindo para o processo de profissionalização docente.Palavras-chave: Narrativa de formação; Formação de professores; Profissão docente. A narrative as option and research methodology teacher education AbstractThis article is the result of discussions conducted in the class of Narrative Research in the Doctorate inEducation PPGED - UFPI Education, the main objective is to reflect on the potential of narrative in the context of research and teacher education. The narrative of training has been constituted in the educational scene as one of the methodological choices among the various methods that have already established field. It is, by its nature, full of meanings and characteristics, allowing us to understand how its components trigger and provide the subjects the questioning, revelation, understanding and reflection on the teaching practice through different techniques and tools. The construction of narratives, its reading, analysis, discussion, in the contexts of initial and continuing training, embodies the potential in personal and professional development of teachers, contributing to the teaching professionalization.Keywords: Narrative training; Teacher education; Teaching profession.

scholarly journals Implementation of Internship in 2 Year B.Ed. Course – A Challenge or Routine Task

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Dr. Parijat Chakrabarty
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teaching Styles ◽  
Teaching Profession ◽  
Theory And Practice ◽  
Teaching Skills ◽  
Integrate Theory ◽  
Practice Plan ◽  
Qualified Teacher ◽  
One Year

<em>In the recent years all over India there has been a drastic change in B.Ed. course. The switch over to one year course to two year B.Ed. course is quite interesting and challenging task. Any teacher education course seeks to train teacher having requisite teaching skills. Practicum approach adopted in the modern teacher education course is to place a student teacher in a classroom situation under the supervision of a qualified teacher. The concept of Internship introduced in the two year B.Ed. course throughout the country is quite challenging one for all the teacher education institutions. The aim of internship program is to incorporate teaching skills among the student teachers.  Internship program is an effective way to give training to the student-teachers about real world of work. It give them an opportunity to integrate theory and practice, plan and deliver lessons properly, critically analyze their own and peers teaching styles and improve them in the light of feedback given by supervisors. Through this program they understand the role and responsibilities of professional teachers. Internship program also give them opportunity to understand different aspects of school program and improve their skills and abilities in teaching profession. An effective and improved internship program is required in developing student-teachers personalities as true professionals in field of education. </em>

scholarly journals O Professor e a docência no ensino superior: aspectos da formação e da profissão

2021 ◽  
Vol 14 (2) ◽  
pp. 452
Author(s):  
Neide Pena ◽  
Flaviana Néias Bueno
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teacher Education ◽  
Professional Competence ◽  
Educational Practice ◽  
Teaching Profession ◽  
University Teaching ◽  
Educación Superior ◽  
Educacion Superior ◽  
Desarrollo Profesional

O artigo se vincula ao Grupo de Estudo e Pesquisas em Educação e Gestão (GEPEG), cadastrado no CNPq, e se insere no campo da educação superior com foco específico na profissão docente e na formação para o exercício da docência, considerando o professor um profissional da educação. Discute a docência como profissão e a formação como desenvolvimento profissional contínuo, respaldando-se no conceito de profissional de Eliot Freidson (1998), com o objetivo de evidenciar a complexidade que envolve a profissão docente e apontar elementos que contribuam para a compreensão desse cenário da educação superior que exige inovação da prática educativa. Evidencia-se que a formação tem sido tratada como desenvolvimento profissional, muitas vezes, com características de treinamentos, formação em serviço, reduzindo a competência profissional apenas ao “saber fazer” técnico ou à experiência. O professor tem sido responsabilizado por sua formação permanente, no quadro de um conhecimento pedagógico, científico, cultural e tecnológico, tendo em vista a necessária renovação das práticas educativas, da forma de planejar, avaliar e se relacionar; o que não é diferente de outras profissões do mercado, em que predomina a ideia de profissional como expertise. Palavras-chave: Docência Universitária. Profissão Docente. Profissional.The Teacher and teaching in higher education: aspects of education and professionABSTRACTThe article is linked to the Group of Studies and Research on Education and Management (GEPEG), registered with CNPq, and is inserted in the field of higher education, focused specifically on the teaching profession and the education for teaching, as the teacher is a professional of education. It discusses teaching as a profession and teacher education as a continuous professional development, based on Eliot Freidson’s (1998) notion of professional, aiming to highlight the complexity surrounding the teaching profession and points out elements that contribute to the understanding of this higher education scenario that requires innovation in educational practice. It is evident that teacher education has been treated as professional development, often with characteristics of training, in-service training, reducing professional competence only to a technical “knowing how to do it," or experience. Teachers have been held responsible for their continuing education, within the framework of pedagogical, scientific, cultural, and technological knowledge, in view of the necessary renewal of educational practices, the ways of planning, evaluating, and relating, no different from other professions in the market, in which the idea of professional as expertise predominates.Keywords: University Teaching. Teaching Profession. Professional.El profesor y la enseñanza en la educación superior: aspectos de formación y profesiónRESUMENEl artículo está vinculado al grupo de estudios e investigación en educación y gestión (GEPEG), registrado en CNPq, y se inserta en el campo de la educación superior con un enfoque específico en la profesión docente y la formación para la enseñanza, siendo el profesor un profesional de la educación. Discute la enseñanza como profesión y la capacitación como desarrollo profesional continuo, basado en el concepto de profesional de Eliot Freidson (1998), con el objetivo de resaltar la complejidad de la profesión docente y señalar los elementos que contribuyen a la comprensión de este escenario educativo, que requiere innovación en la práctica educativa. Es evidente que la capacitación ha sido tratada como un desarrollo profesional, a menudo con características de entrenamiento, capacitación en el servicio, reduciendo la competencia profesional solo por "saber hacer" técnico o por experiencia. El profesor ha sido considerado el responsable de su formación permanente, en el marco del conocimiento pedagógico, científico, cultural y tecnológico, en vista de la necesaria renovación de las prácticas educativas, de la forma de planificar, evaluar y relacionarse, no diferente de otras profesiones en el mercado, en el que predomina la idea de profesional como expertise.Palabras Clave: Docencia Universitaria. Profesión Docente. Profesional.

scholarly journals Ensuring Māori student success and inclusion of te aō Māori through initial teacher education

2021 ◽  
Author(s):  
Hiria McRae ◽  
Robin Averill
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Teacher Educators ◽  
Teaching Profession ◽  
Teacher Commitment ◽  
Policy Implications ◽  
Initial Teacher Education ◽  
Course Content ◽  
Education Policy Implementation ◽  
Practice Framework

Teacher commitment to Te Tiriti o Waitangi is emphasised within the latest Code of Professional Responsibility and Standards for the Teaching Profession (Education Council, 2017). Teachers must explicitly demonstrate commitment to tangata whenuatanga and Te Tiriti o Waitangi. This mandate is encouraging for Māori education needs and aspirations. We describe the use of a culturally sustaining teacher practice framework to examine Māori education policy implementation implications within an initial teacher education te ao Māori course. We explain how course content, delivery and assessment aspects can be critiqued and policy implications identified to illustrate the usefulness of the framework for teacher educators and practising teachers. We demonstrate how the framework can be a useful tool for teacher educators to examine culturally sustaining practice in preparing themselves and student teachers to work effectively with indigenous learners.

scholarly journals Research-Based Learning in Initial Teacher Education in Catalonia

2019 ◽  
Vol 9 (2) ◽  
pp. 99
Author(s):  
Ingrid Agud ◽  
Georgeta Ion
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Student Perception ◽  
Innovation Process ◽  
Education Programme ◽  
Teaching Profession ◽  
Professional Culture ◽  
Initial Teacher Education ◽  
New Paradigm ◽  
Research Integration

The teaching profession is undergoing significant changes, some of which are imposed by the new paradigm of education. This new context marks the shift from the teachers’ position as ‘knowledge users’ towards the more complex position of ‘knowledge creators’. In this new professional culture adapted to a changing society, teaching as a profession is understood as undergoing a continuous transformation and innovation process, while the professionals in the educational field appear to be research users and research promoters able to think thoroughly about their own professional needs and the new topics arising in their field. There is, therefore, a shift from a passive to an active position, enabling educators to become aware of how complex their field is and to understand that it cannot be acknowledged and managed from outside the social, cultural, historical, philosophical, and psychological contexts shaping it. Taking into consideration the characteristics of the new professional culture, this paper is focused on the development of research skills as one of the teachers’ core skills. The study is framed at the Universitat Autònoma de Barcelona, where the Student Perception Research Integration Questionnaire (SPRIQ) of Visser-Wijnveen et al. (2015) was applied to measure students’ perception of research integration in university courses (n=113). Additionally, analysis of the documents on the syllabus of each course of the BA in Primary Education programme was applied to review the research component of initial teacher education curricula. Findings from students’ responses show that they are more consumers than producers of research. We emphasise the importance of student teachers being able to both consume as well as produce research in order to develop professionally.

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