scholarly journals An Evaluation of The Effectiveness of Teachers’ Professional Development (TPD) in Iran using Akker Spider Web Model

2013 ◽  
Vol 3 (3) ◽  
pp. 1 ◽  
Author(s):  
Fouzieh Sabzian ◽  
Zurida Ismail ◽  
Shaik Abdul Malik Mohamed Ismail ◽  
Kourosh Fathi Vajargah
Keyword(s):  
Professional Development ◽  
Classroom Management ◽  
Teaching And Learning ◽  
Expert Knowledge ◽  
Vital Role ◽  
Educational Systems ◽  
Spider Web ◽  
Service Training ◽  
Teachers Professional Development

Teaching is a complex job, involving classroom management, lesson’s preparation and organization of teaching and learning process, creating and keeping a certain climate, evaluation and feedback. there is consensus on what composes good teaching while teachers have a vital role to any endeavor to grow education. Of course it is very important that not all teachers are effective .The role of the teacher as the exclusive holder of expert knowledge is being worn away by communication technologies. As the social framework of society is changing, the educative role of teachers becomes more complex. Teachers are one of the important foundations of all educational systems. In many countries, extensive programs like maintaining and building good teachers have turned into a fundamental strategy. In fact, teachers' roles and functions are relatively similar in most countries. Usually, teachers are expected to possess all the scientific and technical merits, to dominate course contents and apply appropriate methods and techniques for training, in order to be an appropriate model to educate the youngsters. This paper shows how stakeholders identify the strengths and deficiencies of teachers’ professional development (TPD) with respect to in-service training and according to ten components of Akker Spider Web Model. The aims of this paper are to define evaluation, elaborate educational system in Iran, clarify teacher education, describe effectiveness  teachers’ professional development, explain teaching, state the necessity of evaluation, discuss the necessity of teachers’ training and describe of ten components of Akker Model.

scholarly journals Realities of Teachers' Professional Development in Community Campuses of Tribhuvan University

NUTA Journal ◽  
2019 ◽  
Vol 6 (1-2) ◽  
pp. 32-38
Author(s):  
Nani Babu Ghimire
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Modern Technology ◽  
New Techniques ◽  
Training Time ◽  
Teacher Professional ◽  
Teachers Professional Development ◽  
Teaching Learning ◽  
Teachers Training

Teacher professional development (TPD) is the modern aspect of teaching learning process. To do effective teaching, the teacher should be trained, excellent as well as up-date according to the change of time. The main purpose of this paper is to explore realities of the teachers’ professional development of the teachers in community campuses of Tribhuvan University (TU). There is great importance of TPD in the teachers of the community campuses since it helps the teacher to develop various kinds of professional skills, knowledge, new techniques and modern technology of teaching. Similarly, there is the great role of TU for the TPD of the teachers of community campuses. As the affiliation university it should organize subject wise teachers’ training time and again. Similarly, it should hold seminar, workshop and conference on the burning issues of teaching and learning. Teachers’ professional development is the demand of the present time and promoting teachers’ capacity is the most important aspect of the quality education. This article is based on the theme of the mini research which is approved by University Grants Commission (UGC) Nepal.

scholarly journals Secondary School Teachers’ Professional Development in Australia and Shanghai: Needs, Support, and Barriers

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110269
Author(s):  
Guangbao Fang ◽  
Philip Wing Keung Chan ◽  
Penelope Kalogeropoulos
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Secondary School Teachers ◽  
New Technology ◽  
Development Program ◽  
Future Research ◽  
Information And Communication ◽  
Using Data ◽  
Teachers Professional Development ◽  
Scheduled Time

Using data from the Teaching and Learning International Survey (TALIS; 2013), this article explores teachers’ needs, support, and barriers in their professional development. The research finds that Australian teachers expressed greater needs in information and communication technology (ICT) use and new technology training for teaching, while Shanghai teachers required more assistance to satisfy students’ individual learning and pedagogical competencies. More than 80% of Australian and Shanghai teachers received scheduled time to support their participation in professional development, whereas less than 20% of Australian and Shanghai teachers received monetary or nonmonetary support. In terms of barriers, Australian and Shanghai teachers reported two significant barriers that conflicted with their participation in professional development: “working schedule” and “a lack of incentives to take part.” This article reveals implications of the study in the design of an effective professional development program for Australian and Shanghai teachers and ends with discussing the limitations of the research and future research directions.

scholarly journals Teachers Who Reflect, Teach Better: Reflective Practice at The Heart of Teachers’ Professional Development Programs

2020 ◽  
Vol 5 (2) ◽  
pp. 215-227
Author(s):  
Zuraimi Zakaria ◽  
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Student Performance ◽  
Teacher Collaboration ◽  
Development Programs ◽  
Teaching Improvement ◽  
Policy Makers ◽  
Teachers Professional Development ◽  
The Relationship

While there is a significant amount of research and literature to explain the role of reflective practice in teaching, there is little research that reported the extent of such practice on classroom instructions and its spill effects on student learning outcomes. For this reason, this paper looks at the magnitude of reflective practice in shaping classroom instructions and how it facilitates for better student performance within the context of teachers’ professional development (PD) programs. Hence, the focus of the paper is two-fold: examining teachers’ PD programs that promoted reflective practice; and the relationship between reflective practice and student performance. The discussion on teachers’ reflective practice is timely. In particular, with the growing educational research and increasing body of evidence that pointed towards PD as having a significant influence on student achievement (Achinstein & Athanases, 2006; Fullan, 1990; Little, 2001). In addition, most PD efforts focused on teacher collaboration as a strategy for teaching improvement and eventually better academic performance of the students (Achinstein & Athanases, 2006). Many educators (Fendler, 2003; Loughran, 2002; Schon, 1983; Walkington, 2005) viewed reflective practice as situated at the heart of PD programs that sought teachers to examine their practice for improvement. This paper assists policy makers and education reformists in re-examining their PD efforts in targeting for variables that matter.

scholarly journals Hastening slowly: insights about teacher development from an evaluation of courses at the WCED’s Cape Teaching and Leadership Institute

2015 ◽  
Author(s):  
Susan Meyer ◽  
Lydia Abel
Keyword(s):  
Professional Development ◽  
Teacher Development ◽  
Professional Learning ◽  
Teaching And Learning ◽  
School Level ◽  
Western Cape ◽  
Leadership Institute ◽  
Service Training ◽  
Education Administrators ◽  
The Impact

In the area of teacher professional development, South African education administrators face the challenge of reconciling two imperatives that have entirely different implications for programme time frames and budgets. On the one hand, there is an urgent need to improve the pedagogic content knowledge of many teachers to improve the overall standard of teaching and learning in the public school system. Considering the scale and urgency of the matter, centralised course-based in-service training seems to be the only affordable alternative. On the other hand, researchers have long warned that once-off course-based training on its own has limited impact on teachers’ practice, and has to be accompanied by further professional support in the school and classroom, or be abandoned in favour of more enduring professional learning communities. The Western Cape Education Department (WCED) has grappled with this dilemma in the Department’s various professional development initiatives for teachers, a mainstay of which is the training offered by the Cape Teaching and Leadership Institute (CTLI). This paper presents some of the data and findings from an external evaluation that ORT SA CAPE conducted in 2011–2012 of courses offered by the WCED at the CTLI. The hierarchy of INSET outcomes proposed by Harland and Kinder (1997) was applied to record changes in the practice of 18 teachers at eight schools. The progress of five of the teachers is discussed to illustrate the interplay between school-level factors and the experiences of individual teachers which influenced the impact of CTLI training on their teaching.

scholarly journals WASHBACK TO LANGUAGE TEACHERS: A REVIEW OF MODELS AND EMPIRICAL RESEARCH IN AND BEYOND VIETNAM

2020 ◽  
Vol 36 (4) ◽  
Author(s):  
Dinh Minh Thu
Keyword(s):  
Professional Development ◽  
Foreign Language ◽  
Empirical Research ◽  
Teaching And Learning ◽  
Language Teachers ◽  
Policy Makers ◽  
Teachers Perceptions ◽  
The Past ◽  
Key Innovation ◽  
Teachers Professional Development

Washback, i.e., test effects on teaching and learning, has been emerging as an attractive research topic in language training and assessment for over the past 20 years for its significant implications of test validation and fairness for both policy-makers and practitioners. Presently, it deserves more Vietnamese researchers' interest in the context of the enactment of the National Foreign Language Project 2020 (extended to 2025), which puts language assessment as a key innovation requirement. Washback operates either positively or negatively; i.e. promoting or inhibiting learning. Teachers are considered the precursor in the washback mechanism. There is only one washback model on the washback effects on teachers, which is proposed by Shih (2009). This paper aims to critically browse other washback models besides Shin’s (2009) to generate a washback framework on teachers' perceptions and practices. Previous empirical washback research on teachers in and beyond Vietnam is, then, investigated in alignment with the aspects illustrated in the framework to point out achievements and gaps in the field. A qualitative approach of document analysis of over forty studies of differing types, i.e. books, dissertations and articles, has been adopted to reach the research aim. The discussion is divided into two major parts, including the washback models pertaining to teachers to scaffold a model for teachers' perceptions and practices, and the results in empirical research in terms of the aspects mentioned in the model. Findings show that washback on teachers' perceptions ranges from perceptions of the test itself, students' language ability, teaching contents and methodology to teachers' professional development. Plus, washback on teachers' practices concerns their selections of teaching contents and methodology in class as well as their involvement in professional development. The element of professional development can be considered a new light in the reviewed washback model. This has a significant meaning by raising teachers' awareness of developing themselves professionally. The current paper expects to contribute to elaborating the scenario of washback research for interested researchers, practitioners and policymakers not only in but beyond the context of Vietnam.

scholarly journals PERCEPTIONS OF MRSM ENGLISH TEACHERS ON PROFESSIONAL DEVELOPMENT AND THEIR EXPECTATIONS ON IN-SERVICE TRAINING

2021 ◽  
Vol 6 (42) ◽  
pp. 155-167
Author(s):  
Faizahani Ab Rahman ◽  
Nurul Afrahah Hussin ◽  
Sutha Sugumaran
Keyword(s):  
Professional Development ◽  
Teaching And Learning ◽  
Research Question ◽  
English Teachers ◽  
Training And Development ◽  
Structured Interviews ◽  
Proficiency Level ◽  
Group Methods ◽  
Service Training

This paper looks at the perceptions of MRSM (Majlis Amanah Rakyat or also known as People’s Trust Council) English teachers on their current professional development and their expectations on in-service training. As teachers, they are often expected to act as a source of motivation to their students apart from being accountable in providing instructions, knowledge, and skills in their respective academic subjects. However, very often, teachers are not provided with sufficient and appropriate training that would prepare them to be the kind of teacher that they are required and expected to be. This prompts this study that determines whether the in-service training provided is sufficient and aptly to help the teachers produce academically excellent students. This case study used a qualitative approach with purposive sampling of seven English teachers at Maktab Rendah Sains MARA, Beseri in Perlis with teaching experiences between 10 to 30 years. Semi-structured interviews and focus group methods were used to answer the research question which dwells on the MRSM English teachers’ expectations of professional development teacher training of their students’ achievement. The findings of the study revealed that teachers expect to have more professional development in terms of pedagogy, proficiency level, technology integration, and stress management. They also believe that improvement in professional development can positively affect their students’ achievement as teaching and learning processes can be done more effectively. It is therefore recommended that MARA should highlight its current in-service training and development policy to be consistent with the needs of teachers.

The role of psychological counseling and educational guidance services in addressing the psychological and intellectual problems of youth

2021 ◽  
Vol 26 ◽  
pp. 353-406
Keyword(s):  
Social Change ◽  
Vital Role ◽  
Female Students ◽  
Educational Process ◽  
Educational Systems ◽  
Psychological Counseling ◽  
Guidance Services ◽  
Educational Guidance ◽  
Basic Features

The psychological counseling and educational guidance services played an important vital role in the educational process, as each one complements the other, so psychological counseling is one of the basic features of educational systems through the services it provides to treat many problems through follow-up and knowledge of the different students' conditions surrounding them as well as finding Appropriate solutions to their problems Hence, this idea of our research came to shed light on the role of counseling and providing practical scientific advice in the form of psychological counseling and educational guidance services. Among the social groups most interacting and responding to social change when it occurs and through its various stages is the youth group, which makes it vulnerable to many problems, either because it is the most present actor in the mechanisms of social change, especially in its cultural aspects, or because it is unable to confront the forces of change that negatively affect their being and their performance of their roles. Actual or anticipated. The study was conducted on university students in Basra, and it aimed to identify: 1- The role of psychological counseling services in addressing youth problems 2- Psychological problems of youth. 3- Youth intellectual problems. The current research community included students of Basra University for the academic year(2019-2020). The research sample consisted of (544) male and female students of (321) male and (233) female students, and approximately (18%) of the original community members were chosen by the random stratified method, and the researcher used frequencies and percentages to verify the objectives of the research. Through the course of the research, the researcher reached to the existence of psychological and intellectual problems among the students, and in light of the research results, the researcher presented a number of recommendations and proposals. key words: Psychological counseling, problems, psychological and intellectual, sample, experiment, conclusions, discussion of results, recommendations, proposals.

Engaging Teachers in Science Practices and Discourse Through Online Professional Development

2019 ◽  
pp. 413-435
Author(s):  
Mary V. Mawn ◽  
Kathleen S. Davis
Keyword(s):  
Professional Development ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Online Courses ◽  
Online Professional Development ◽  
Science Practices ◽  
Time Distance ◽  
Elementary And Middle School

Online professional development courses and programs provide science teachers with ongoing and relevant professional development opportunities that overcome time, distance, and budget pressures. To demonstrate the effectiveness of this approach, this chapter presents a case study of elementary and middle school teachers enrolled in two online courses in chemistry and science education. Based on this work, three themes emerged: the ability to incorporate inquiry-based teaching and learning in online environments, the importance of online discourse and reflection, and the role of linking theory with practice. Specifically, teacher participants reported increased experience exploring content via inquiry, felt actively engaged with their peers as they constructed their knowledge, and expected to adapt inquiry-based activities in their classrooms as a result of these online courses.

A Paradigm Shift for Teachers' Professional Development Structure in Turkey

2016 ◽  
pp. 1017-1036
Author(s):  
Murat Günel ◽  
Melike Özer-Keskin ◽  
Nilay Keskin-Samancı
Keyword(s):  
Professional Development ◽  
Science Teachers ◽  
Epistemological Beliefs ◽  
General Structure ◽  
Training Programme ◽  
Thinking Skills ◽  
Pedagogical Practices ◽  
Service Training ◽  
Training Activities ◽  
Teachers Professional Development

This chapter concerns the importance of in-service training programmes for the professional development of science teachers. A description will be given of the general structure of in-service training activities in Turkey and the results will be presented of an in-service training project, which was conducted as part of a three-year longitudinal study. Within the scope of the project, an in-service training programme for science teachers was conducted based on the argument-based inquiry approach and the theoretical premises upon which it is built. The project aimed to direct science teachers towards student-centred teaching. The training activities focused on the scientific thinking underpinning the teachers' professional knowledge and practices, their perceptions on learning, and their pedagogical practices and epistemological beliefs. The extent to which these activities affected classroom applications and learning processes was investigated and the findings suggest that they had a statistically significant impact on the teachers' pedagogical development and on the students' academic performance and thinking skills.

A Profitable Education

2020 ◽  
pp. 359-381
Author(s):  
Rohit Mehta ◽  
Edwin Creely ◽  
Danah Henriksen
Keyword(s):  
21St Century ◽  
21St Century Skills ◽  
Teaching And Learning ◽  
Educational Practice ◽  
Educational Systems ◽  
Critical Approach ◽  
Political Influences ◽  
The Core ◽  
The Social

In this chapter, the authors take a multifaceted critical approach to understanding and deconstructing the term 21st century skills, especially in regard to technology and the role of corporations in the discourses about education. They also consider a range of cultural and political influences in our exploration of the social and academic meanings of the term, including its history and politics. The application of the term in present-day educational contexts is considered as well as possible futures implied through the term. The goal in this chapter is to counter ideas that might diminish a humanized educational practice. Specifically, the authors offer a critique of neoliberal discourses in education, particularly the neoliberal and corporate narrative around 21st century teaching and learning. They raise concerns about what an undue emphasis on industry-oriented educational systems can mean for the core purposes of education.

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