scholarly journals Teacher Development Approaches and Strategies in BRAC Nobodhara School

2016 ◽  
Vol 6 (1) ◽  
pp. 25
Author(s):  
Md Tariqul Islam
Keyword(s):  
Professional Development ◽  
Teacher Development ◽  
Educational Institution ◽  
Feedback Mechanism ◽  
Data Collection And Analysis ◽  
Orientation Training ◽  
Teaching Learning ◽  
Assessment Strategies ◽  
Further Development

Nobodhara School is a new and unique initiative in the education field of Bangladesh. Different teaching learning and assessment strategies are followed in this school to ensure quality education for the learners. Teachers are the key player to ensure quality of education through their facilitation process in the classroom in any educational institution. In this situation, it was important to know the teacher development approaches of Nobodhara School and its implementation in the teaching learning process. The study aimed to know the educational and professional background the teachers and the followed teacher development policy of Nobodhara School. Moreover, practiced teacher development strategies and the implementation of the professional development by the teachers in the classroom were also explored. Mixed methods approach was followed for data collection and analysis from two branches of Nobodhara School in Dhaka city. Data was collected through interview and questionnaire from Training Coordinator, Subject Mentor and Teachers. Different relevant documents and teacher training schedule were also analyzed for collecting required information. Both qualitative and quantitative data were analyzed simultaneously and presented under different emerged themes. In Nobodhara School, orientation training, subject based training and general professional development trainings are provided to the teachers. Teachers found the trainings very helpful for their professional development. On the other hand, for further development and scaling up of such in-house teacher development system, training duration, facilitation methods and feedback mechanism need to be addressed according to the demand of the teachers.

scholarly journals Aplikasi Pelacakan Alumni STMIK AKAKOM Berbasis Sistem Informasi Geografis

2019 ◽  
Vol 9 (1) ◽  
pp. 24
Author(s):  
Edi Iskandar ◽  
Dini Fakta Sari
Keyword(s):  
Educational Outcomes ◽  
Educational Institution ◽  
Tracer Study ◽  
Study Activity ◽  
Strategic Value ◽  
The City ◽  
Further Development ◽  
Work First ◽  
Education Process

Alumni is a product of an educational institution. The quality of the alumni shows the quality of the educational institution. The fact is increasingly felt, especially for college alumni. This is because alumni of college will directly come into contact with the world of work. Tracer study activity is one of the activities that have a very strategic value in the development of a college. STMIK Akakom is one of the universities in the city of Yogyakarta is required to always mempebaiki quality of education process accompanied by efforts to increase its relevance in the framework of global competition. In addition Tracer study is one effort that is expected to provide information to evaluate educational outcomes in STMIK Akakom. This information is used for further development in ensuring educational quality. This research produces alumni application of STMIK Akakom alumni by utilizing Geographic information system to map the location where alumni work, besides that it also displays alumni data in the form of year of admission, graduation year, long waiting time to work first after graduation

scholarly journals Assessment of the Curricular Reform of a Medical Course from the Faculty’s Perspective

2019 ◽  
Vol 43 (1 suppl 1) ◽  
pp. 135-145
Author(s):  
Maria Valéria Pavan ◽  
Maria Helena Senger ◽  
Waldemar Marques
Keyword(s):  
Teacher Development ◽  
Daily Practice ◽  
Active Role ◽  
Physical Structure ◽  
Curricular Reform ◽  
Medical Sciences ◽  
Active Teaching ◽  
Teaching Learning ◽  
The Impact

ABSTRACT In 2006, the medical course of the Faculty of Medical Sciences and Health of PUC-SP (FCMS of PUC-SP) completely restructured its curriculum and pedagogical project and began to use active teaching/learning methods, centered on problem-based learning. There is often some resistance on the part of the teachers in relation to the changes, depending on the consequences for their daily practice. However, the participation of the teachers and their commitment to reform proposals are fundamental for them to occur and to be continually renewed. In this sense, this study had as objective to evaluate the teachers’ view of the FCMS of the PUC-SP medical course on the changes triggered by the curricular reform; the impact of these changes on their own work, on the quality of the course and on the graduate doctor and, the suggestions to improve the curriculum, as part of the ongoing goal to produce well-trained professionals adapted to the needs of the population and to the health care system. The data were obtained through a pre-tested semi-structured questionnaire, sent to the teachers working on the medical course. The second part of the questionnaire, object of this article, was to be answered only by the teachers who were already working before the curricular reform. Of the 178 teachers, 102 answered the questionnaire and, of these, 73 (71.6%) had already worked on the course before the curricular reform and answered the second part of the questionnaire. In general, the teachers have a positive view of the changes triggered by the reform, with emphasis on the active role of the student in the teaching/learning process and the growth provided to the teacher, induced by the pedagogical model chosen. They also consider that there has been an improvement in the quality of the course and the graduate doctor. Although well evaluated, the change to an interdisciplinary model and the deficiencies of the physical structure and equipment made available for the course complicate the work of the teacher. The difficulty in evaluating the student and the lack of a permanent teacher development plan appear as the main problems to be faced in the search for improving the course.

scholarly journals Teachers’ Views on the Utility of the Teacher’s File

2018 ◽  
Vol 6 (05) ◽  
Author(s):  
Enos Moeti Makhele
Keyword(s):  
Professional Development ◽  
Classroom Management ◽  
Teacher Development ◽  
Basic Education ◽  
Management Tool ◽  
Learning Assessment ◽  
Experiential Learning Theory ◽  
Professional Teacher ◽  
Research Findings ◽  
Teaching Learning

In 2010, the Department of Basic Education instructed its teachers to maintain a teacher's file. This article reports on a research project which described teachers’ views on the utility of the teacher’s file and its relationship to skill of reflection related continuous professional teacher development (CPTD). The research described the meaning and the sense teachers attached to maintaining this file in the light of assumptions and principles of the experiential learning theory (ELT).  It also probed ideas related to how the file could be improved and developed into a resource that contributes to the professional development of teachers in terms of teaching, learning and assessment (TLA). The study utilized interviews and document study as tools to collect data which were later analyzed and interpreted to arrive at the research findings and recommendations. The study found that all teachers regarded the teachers' file as an administrative tool which had nothing to do with their own professional development. They regarded it as a management tool which was meant to monitor them. The study found that to acquire more meaning to the teacher, the file must be enhanced to include more teacher advancement related matters. In view of the teachers' feelings that the file was purely administrative, the Department of Basic Education could review its current format and render it relevant to the professional development of the teacher. The aspects of professional development must include specific areas such as teaching, learning, assessment, classroom management and administration.

scholarly journals The Areas of Teacher Research in the Sultanate of Oman and the Reality of Benefiting from Them

2018 ◽  
Vol 12 (3) ◽  
pp. 465
Author(s):  
Suleiman S. Al-Husseini ◽  
Sulaiman S. Al-Ghattami ◽  
Rashid M. Al-Hajri
Keyword(s):  
Teacher Development ◽  
Teacher Research ◽  
School Administration ◽  
Qualitative Approach ◽  
Sultanate Of Oman ◽  
School Teachers ◽  
Head Teachers ◽  
School Head ◽  
Data Collection And Analysis ◽  
Teaching Learning

The present study aims at understanding the reality of teacher research in the Sultanate of Oman, how to benefit from such research in the improvement of teacher development and the teaching-learning process, who should do that, as well as informing current literature with updates on teacher research, a topic that is not yet given adequate attention in Oman. The study implemented a qualitative approach for data collection and analysis of 50 researches done by school-teachers and 22 interviews with research teachers, school head-teachers and educational specialists. The study revealed that teachers are interested in doing research. Teachers, school administration and supervisors benefit from teacher research. Teachers use their own ways to take advantage from their own research and to share it with other teachers and help them value its results and recommendations. The study recommends that a culture of teacher research should be founded in schools, teachers should be supported to do research and more research should be done to explore the extent to which teacher research meets the  criteria of educational research so that it can be trustworthy and useable for schooling improvement.

scholarly journals Pedagogical leadership: an opportunity for teacher professional development in times of pandemic

2021 ◽  
pp. 9-15
Author(s):  
Marisol del Carmen ÁLVAREZ-CISTERNAS ◽  
Brunilda del Rosario TORRES-ORELLANA ◽  
Isabel Soledad MEDINA-GUAJARDO
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Positive Reinforcement ◽  
Collaborative Work ◽  
Learning Processes ◽  
Management Team ◽  
Point Of View ◽  
Teacher Professional ◽  
Teaching Learning

The objective of this article is to describe the pedagogical leadership exercised by teachers in times of pandemic, taking as a reference the Cadet Arturo Prat Chacón school in Chile and in what way this leadership can become an opportunity for teacher professional development. From the methodological point of view, the research is qualitative and descriptive, based on an intrinsic study of cases. The results allow us to establish in a situated way the qualities and attributes of pedagogical leadership, exercised by teachers in a pandemic period when they have to face the teaching-learning processes in a virtual way, and as despite their fears, challenges and uncertainties, They managed to overcome from a resilient pedagogical leadership, promoting collaborative work and co-teaching between teams. It can be concluded that the type of leadership displayed by the management team, facilitated the concurrence of efforts, facilitating collaborative work, co-planning and curricular prioritization, promoting autonomy and professional innovation, providing feedback and positive reinforcement among peers in a way constant, as confirmed by the teachers, who were able to stoically face adversity, safeguarding the quality of their classes.

THE EFFECTIVENESS OF EXTERNAL WHOLE-SCHOOL EVALUATION ON UNDERPERFORMING SECONDARY SCHOOLS IN THE MPUMALANGA PROVINCE

2016 ◽  
Vol 12 (2) ◽  
pp. 49-68
Author(s):  
Richard Siphamandla Ryan Mathaba ◽  
Nirmala Dorasamy ◽  
Kudayja Mohammed Parker
Keyword(s):  
Quality Assurance ◽  
Secondary Schools ◽  
Teacher Development ◽  
School Evaluation ◽  
Mpumalanga Province ◽  
Whole School ◽  
Quality Of Teaching ◽  
Educator Development ◽  
Teaching Learning

The study was conducted in the Mpumalanga province and focused on a sample of 18 externally evaluated underperforming secondary schools across all four districts of the province. The schools obtained an average pass rate of less than 30% in the 2011 Grade 12 examinations. The main objectives of the study were to analyse the purpose of whole-school evaluation (WSE) from a quality assurance perspective; to investigate the significance of a key component of WSE, namely assessing the quality of teaching, learning and educator development; to analyse the Grade 12 results of externally evaluated underperforming secondary schools pre- and post-evaluation; to analyse monitoring and evaluation reports for changes in teaching, learning and teacher development, as well as to identify factors impeding teaching, learning and teacher development in underperforming secondary schools. WSE is a system of evaluating the performance of schools as a whole. Corporate contribution to improve performance is measured, rather than simply the performance of individual staff members. Furthermore, WSE is one intervention to move schools that are in a critical situation along the path to becoming effective schools. Guidelines for quality assurance in education, especially at school level, are underpinned by the nine areas for evaluation (AFEs), namely basic functionality of the school (AFE1), leadership, management and communication (AFE2), governance and relationships (AFE3), quality of teaching and learning, and educator development (AFE4), curriculum provisioning and resources (AFE5), learner achievement (AFE6), school safety, security and discipline (AFE7), school infrastructure (AFE8), and parents and the community (AFE9). The mixed methods approach was used. This approach made it easy to reconcile findings through triangulation and complementing qualitative and quantitative data (both primary and secondary). The study relied on secondary data (external WSE reports and Grade 12 results), as well as primary data obtained from questionnaires administered to school management teams (SMTs) of the sampled underperforming secondary schools. The study revealed the great level of acceptance of the external WSE process by SMTs in Mpumalanga province’s underperforming secondary schools, as a means of quality assurance in order to achieve improvement. Furthermore, it revealed the extent to which improvement and development in the underperforming schools occurred as a result of the external WSE process. It was found that the results of seventeen of the 18 schools (94.4%) had improved. Furthermore, the study confi rmed that what was revealed in the external WSE as areas for development came as a revelation to SMTs. As a result, the manner in which teaching, learning and teacher development (AFE4) as a key component of WSE is viewed by teachers and SMTs, has been positively influenced.

Educational Paradigm and Professional Development

2019 ◽  
pp. 77-103
Author(s):  
Lidija Vujičić ◽  
Akvilina Čamber Tambolaš
Keyword(s):  
Professional Development ◽  
Implicit Theories ◽  
Educational Institution ◽  
Educational Interventions ◽  
Two Dimensions ◽  
Educational Process ◽  
Individual Values ◽  
Educational Paradigm ◽  
Teachers Attitudes

The culture of an educational institution is a set of individual values and norms, attitudes, beliefs, rituals, expectations, and actions of its members. Without changing the basic assumptions (implicit theories) of individuals working in an institution, there are no fundamental changes in the quality of the educational process. Professional development is understood as continually testing the quality of our own educational interventions, and redefining and modifying them based on the feedback from practice. In this chapter, the authors will focus on the results of preschool teachers' attitudes towards the different aspects of the educational process and the results of the frequency of using modern forms of professional development, obtained by survey method. There is a positive correlation between the modern educational paradigm of the preschool teacher and her participation in the contemporary forms of professional development, which testifies of the mutuality and interdependence of these two dimensions of the culture of the institution of early education.

A Model for Online Instructor Training, Support, and Professional Development

2012 ◽  
pp. 97-121
Author(s):  
Vassiliki I. Zygouris-Coe
Keyword(s):  
Professional Development ◽  
Large Scale ◽  
Colleges And Universities ◽  
Instructor Training ◽  
Online Instructors ◽  
Training Support ◽  
Online Facilitation ◽  
Further Development ◽  
Online Instructor

Online learning is a popular learning option for millions of students in US colleges and universities. Online facilitation plays an important role in student learning. With a growing number of courses offered online, there are many challenges associated with the quality of online instruction. This chapter presents information on a large-scale online project for preK-12 educators. The author presents detailed information on a model for training, support, professional development, and monitoring of online instructors. The author also discusses implications for further development and monitoring of online instructors’ knowledge, skills, and dispositions that promote successful online experiences and learning for students.

Assistance to young people in choosing a profession on the example of the activities of youth clubs in St. Petersburg

2020 ◽  
pp. 81-89
Author(s):  
Anna Redyuk ◽  
Victoria Belyaeva
Keyword(s):  
Professional Development ◽  
Young People ◽  
Educational Institution ◽  
Career Path ◽  
Young Person ◽  
Economic Changes ◽  
Entire Life

One of the most important decisions that a person makes in their life is the choice of profession and career path, which will determine the quality of their entire life. A young person should choose a future profession, an appropriate educational institution, and be prepared for possible changes in the path of their professional development in connection with the General socio-economic changes in the country. This article is devoted to this problem.

scholarly journals Continuing Professional Development (CPD) For Secondary School Teachers

2018 ◽  
Vol 1 (1) ◽  
pp. 205-240
Author(s):  
Peter M Gathara
Keyword(s):  
Professional Development ◽  
Secondary School ◽  
Teacher Development ◽  
Classroom Practices ◽  
Secondary School Teachers ◽  
Continuing Professional Development ◽  
School Level ◽  
School Teachers ◽  
Vision 2030

The objective of this paper is to explore and analyze the role of mentoring in improving teacher development as a tool of Continuing Professional Development in the achievement of vision 2030.This has been necessitated by the aim of Kenya vision 2030 that strives in making the country globally competitive and prosperous with a high quality of life. This aim can be achieved when the current education system realizes that the trial and era teaching and take it or leave it professional development programmes are no longer acceptable. This has been necessitated by the diverse compositions of student population, changing paradigms in teaching and learning together with the changing expectations about the quality of education that are occurring at an unexpected rates. Teacher training is more than the mastery of certain practical knowledge, pedagogical skills and techniques. Therefore, CPD through mentoring plays an important role in teacher improvement geared towards classroom practices. This paper has highlighted the plight of secondary school teachers and the need for teachers to be involved in CPD. The methodology involved a vertical case mixed study approach design that involved analysis of macro and micro aspects using quantitative and qualitative techniques in the collection of data. Twelve secondary schools in Kirinyaga County were sampled for the survey while six others were subjected to an in-depth casestudy. The data analyzed indicated the importance of mentoring and involvement of other stakeholders in provision of CPD as laid out by the education policies. As the study indicates, there are several challenges‘ that are experienced by teachers in their quest for mentoring. In the light of these findings, mentoring of teachers can play an important role in improvement of classroom practices and the school as a whole. For the attainment of Vision 2030 teachers should be supported at the school level so that they can participate in and complete the programmes of mentoring that take place especially where young and newly recruited teachers are involved.

Sign in / Sign up

Export Citation Format

Share Document