scholarly journals REFLECTIONS ON THE IMPACT OF PROFESSIONAL DEVELOPMENT OF TEACHERS IN IMPROVING SCHOOL PERFORMANCE (THE CASE OF KOSOVO)

2014 ◽  
Author(s):  
Jehona Ferizi Miftari
Keyword(s):  
Professional Development ◽  
School Performance ◽  
Professional Development Of Teachers ◽  
The Impact

scholarly journals A Two-prong Approach for Enhancing Teaching and Learning for 21st Century skills Development in Oyo State, Nigeria

2020 ◽  
Vol 2 (1) ◽  
Keyword(s):  
Professional Development ◽  
Secondary Schools ◽  
21St Century ◽  
Teaching And Learning ◽  
Formal Education ◽  
Survey Design ◽  
Instructional Delivery ◽  
Continuous Professional Development ◽  
Professional Development Of Teachers ◽  
The Impact

Formal Education in the 21st Century is focused on the development of learners’ skills and competencies essential to navigate the complexities and uncertainties of the age. Effective acquisition of these skills in the school is predicated on adequate provision of technological resources, adequate school infrastructure and continuous professional development of teachers for innovative instructional delivery. Therefore, this study was carried out to investigate the extent to which infrastructural provisions and continuous professional development of teachers in secondary schools in Nigeria support the development and acquisition of 21st Century teaching and learning skills. The study which adopted the impact of school infrastructure on learning by Barrett et al.as a conceptual framework, used descriptive survey design. Two self-constructed instruments were used to collect data from (20) selected secondary schools, (50) teachers and (200) students. Data were analysed using frequency count, percentage score, mean, and standard deviation. Findings showed that the schools visited lack infrastructural provisions, the teachers do not have the requisite skills and the students are not aware of any other means of learning different from the conventional styles offered by their teachers. Therefore, this study offered a two-prong approach of immediate provision of technological infrastructure for schools and the development of teachers’ professional skills through focused training targeted at enhancing their technological instructional delivery skills.

scholarly journals The impact of leadership on the professional development of teachers in complementary schools

2020 ◽  
Vol 34 (4) ◽  
pp. 141-148
Author(s):  
Ana Souza ◽  
Linet Arthur
Keyword(s):  
Professional Development ◽  
Leadership Style ◽  
Teaching Assistants ◽  
Structured Interviews ◽  
Online Questionnaire ◽  
Social Unit ◽  
The United Kingdom ◽  
Professional Development Of Teachers ◽  
Group Interviews ◽  
The Impact

Leadership in complementary schools is an under-researched area. This article aims to address this gap in the literature by reporting on a study which focused on Brazilian complementary schools in the United Kingdom. Distributed leadership was initially adopted as a theoretical framework to analyse the relationship between leadership style and professional development provision. The data were collected via an online questionnaire and individual semi-structured interviews with leaders, as well as focus group interviews with teachers and teaching assistants. We report here on one of the schools and argue that the contextual constraints in which it operates led to high levels of collaboration between leaders, teachers and teaching assistants. Consequently, a Community of Practice (CoP) has developed. We discuss the benefits this CoP brings to the school and suggest that conscious efforts be made to cultivate this social unit of learning to ensure the professional development of teachers in complementary schools.

Learning Analytics

2020 ◽  
pp. 308-335 ◽  
Author(s):  
Matthieu Hausman ◽  
Dominique Verpoorten ◽  
Valérie Defaweux ◽  
Pascal Detroz
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Learning Environment ◽  
Learning Analytics ◽  
Case Analysis ◽  
Development Model ◽  
Professional Development Of Teachers ◽  
Professional Development Model ◽  
The University ◽  
The Impact

This chapter discusses the impact of the use of Learning Analytics on the professional development of teachers in higher education. Learning Analytics allows teachers to obtain previously inaccessible information about their students' learning activities. Based on this information, it is possible for teachers to modify their teaching strategies and the learning environment they offer to students, and they can also offer better monitoring to them. After having shed a theoretical light on the concepts used in this chapter, authors propose a case analysis relating to the experience of a teacher from the Faculty of Medicine of the University of Liège. Using a professional development model, authors then propose an analysis of the impact of Learning Analytics on the professional development of this teacher. In this case, the Learning Analytics appear as a lever for the professional development of the teacher.

Pupil with Obsessive-Compulsive Disorder

2017 ◽  
Vol 7 (2) ◽  
pp. 7-25
Author(s):  
Karolina Diallo
Keyword(s):  
Obsessive Compulsive Disorder ◽  
School Performance ◽  
School Environment ◽  
Detrimental Effect ◽  
Obsessive Compulsive ◽  
Compulsive Disorder ◽  
The Past ◽  
And Performance ◽  
The Impact

Pupil with Obsessive-Compulsive Disorder. Over the past twenty years childhood OCD has received more attention than any other anxiety disorder that occurs in the childhood. The increasing interest and research in this area have led to increasing number of diagnoses of OCD in children and adolescents, which affects both specialists and teachers. Depending on the severity of symptoms OCD has a detrimental effect upon child's school performance, which can lead almost to the impossibility to concentrate on school and associated duties. This article is devoted to the obsessive-compulsive disorder and its specifics in children, focusing on the impact of this disorder on behaviour, experience and performance of the child in the school environment. It mentions how important is the role of the teacher in whose class the pupil with this diagnosis is and it points out that it is necessary to increase teachers' competence to identify children with OCD symptoms, to take the disease into the account, to adapt the course of teaching and to introduce such measures that could help children reduce the anxiety and maintain (or increase) the school performance within and in accordance with the school regulations and curriculum.

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