scholarly journals Faculty Conceptions of Teaching: Implications for teacher professional development

2011 ◽  
Vol 46 (1) ◽  
pp. 123-132 ◽  
Author(s):  
Despina Varnava Marouchou
Keyword(s):  
Professional Development ◽  
Epistemological Beliefs ◽  
Development Programs ◽  
Faculty Experiences ◽  
University Teachers ◽  
Education Professional Development ◽  
Beliefs About Teaching ◽  
Teacher Professional ◽  
Scholarly Teaching ◽  
The University

In this paper, the need to assist university teachers in thinking carefully about what they are teaching, and how this relates to and coheres with their own professional development, is outlined. The underlying argument being made is that any efforts designed to extend and encourage scholarly teaching require us to consider the faculty experiences of understanding their subject matter, and in doing so, to help them to see how their understanding relates to what and how they teach. In other words exploring lecturers’ conceptions and epistemological beliefs about teaching may assist in the improvement of teacher education, professional development programs and teaching centres at the university.

scholarly journals La resolución de problemas como estrategia de desarrollo profesional docente: tensiones que se generan en el profesor

2018 ◽  
Vol 36 (3 Noviembr) ◽  
pp. 101-122 ◽  
Author(s):  
Josefa Perdomo-Díaz ◽  
Cristóbal Rojas ◽  
Patricio Luis Felmer
Keyword(s):  
Professional Development ◽  
Elementary Teachers ◽  
Development Strategy ◽  
Teaching And Learning ◽  
Development Programs ◽  
Desarrollo Profesional ◽  
Development Experience ◽  
Beliefs About Teaching ◽  
Teacher Professional

Los programas de desarrollo profesional docente tienen como objetivo generar cambios en los profesores, en sus conocimientos, sus creencias o sus prácticas. Para que esos cambios se produzcan, la experiencia vivida en el programa de desarrollo profesional debe provocar que el profesor se cuestione aspectos relacionados con su profesión. En este artículo presentamos una estrategia de desarrollo profesional para profesores de matemática de todos los niveles educativos, centrada en el uso de la resolución de problemas, y mostramos un análisis de las tensiones que este tipo de estrategia provoca en los profesores participantes. Para ello se realiza el estudio de un caso, correspondientea un taller denominado RPAula, realizado en Chile, con profesores de educación básica. Los resultados muestran que la participación en este taller provoca tensiones relacionadas con las expectativas que los profesores tienen hacia sus estudiantes, sus creencias acerca de la enseñanza y el aprendizaje y sus modelos de enseñanza de la matemática. Teacher professional development programs aim to generate changes in teachers, in their knowledge, beliefs or practices. For these changes to occur, the professional development experience should cause the teacher to question aspects related to his/her profession. In this article, we present a problem-solving-based professional development strategy for mathematics teachers and we offer an analysis of the tensions which emerged. To do this, we carried out a case study based on a workshop called RPAula that took place in Chile with elementary teachers. The results show that participation in this workshop causes tensions related to teachers’ expectations about their students, their beliefs about teaching and learning, and their models of mathematics teaching.

IMPACT ANALYSIS OF HEC- BASED TRAINING PROGRAMS ON THE PERFORMANCE OF THE UNIVERSITY TEACHERS IN PAKISTAN

2012 ◽  
Vol 01 (06) ◽  
pp. 35-40
Author(s):  
Khalid Hussain Shaikh ◽  
Ikhtiar Ahmed Ghumro ◽  
Asif Ali Shah ◽  
Faiz M. Shaikh ◽  
Tahira Afridi
Keyword(s):  
Professional Development ◽  
Personal Development ◽  
Impact Analysis ◽  
Training Programs ◽  
Effective Teacher ◽  
University Teachers ◽  
Instructional Activities ◽  
Teacher Aides ◽  
The Government ◽  
The University

The current research investigates the HEC based training for the University teachers in Pakistan and its impact on the performance on University teachers. The Higher Education Commission (HEC) in Pakistan seeks to improve the quality of teaching by University teachers. The Commission has initiated different forms of training according to the areas of expertise in order to improve skills and impact on the performance of University teachers. HEC based training plays a crucial role in the personal development among the University Teachers in Pakistan. Survey was conducted from 200 University teachers who have recently got training from HEC skill development or professional development training from HEC from all provinces. Structural questionnaire was design for reliability and accuracy the data. Analysis and evaluation was done by using GENSTAT statistical software. Major findings of the study showed that training should be provided according to discipline and more interactive training should be design for the University teachers. It was revealed that HEC based training not only equipped with knowledge but also improving the confidence level of the University teacher. Moreover due to the government policies, rules and regulations, such as introduction of the Tenure Track System, the and hiring the foreign faculty in various all Public sector universities it also has impact on the performance of students in job market. It revealed that teacher training was beneficial for professional development as well as for teaching performance. It also suggested that improved knowledge, skills and attitudes was necessary for the teacher aides to support the teaching program and facilitate learning and communication. It was further revealed that effective teacher aides required competencies in broad areas of human relations, instructional activities, non-instructional activities, and basic skills. The study concluded that basic and advanced level training is necessary for future training programs in Pakistan and 190 respondents responded to the questionnaires, by producing 95.0% response rate. Among which 70 % were male respondents and 30% were female respondents

scholarly journals Initial Beliefs of Preservice Chemistry Teachers in Croatia

2020 ◽  
Vol 10 (1) ◽  
pp. 37-57
Author(s):  
Lana Šojat
Keyword(s):  
Preservice Teachers ◽  
Teaching And Learning ◽  
Epistemological Beliefs ◽  
Learning Theories ◽  
Chemistry Teachers ◽  
Teaching Objectives ◽  
Open Questions ◽  
Teachers Beliefs ◽  
Beliefs About Teaching ◽  
Teacher Professional

In the past thirty years, there have been many political changes in Croatia. These changes have had an impact on the education system, as well. The success of such educational changes depends on the teacher. The importance of teachers’ knowledge and their beliefs about teaching and learning for their action in the classroom is well known. Beliefs influence teachers’ representation of science, science knowledge and the organisation of knowledge and information. Keeping teacher professional development in mind, preservice teachers’ beliefs need to be sought out and examined by educators. These beliefs should be developed in the direction of teaching chemistry taking into account recent reforms, as well as teaching and learning theories. Various studies have been undertaken in different education backgrounds and systems regarding the beliefs of both preservice and in-service teachers. These studies show different results depending on the context in which they are undertaken. Transferring data to the Croatian system is therefore difficult. However, there are no studies in Croatia focusing on the teachers’ beliefs regrading teaching and learning chemistry. The present study evaluates the initial beliefs of preservice chemistry teachers in Croatia. The participants were instructed to draw themselves as chemistry teachers in a typical classroom situation in chemistry, and to answer four open questions. Data analysis follows a pattern representing a range between the predominance of more traditional orientations versus more modern teaching orientations, in line with educational theory focusing on: 1) beliefs about classroom organisation, 2) beliefs about teaching objectives, and 3) epistemological beliefs. The data revealed mostly traditional and teacher-centred knowledge among all of the participants. In the present paper, the data will be discussed and the implications for Croatian chemistry teacher training will be established.

scholarly journals Benchmarking of University teachers’ professional development: successful European, Chinese, and Russian practices

2021 ◽  
Vol 99 ◽  
pp. 01004
Author(s):  
Tatiana Tregubova
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teaching Practice ◽  
Effective Practices ◽  
Teaching Activities ◽  
University Teachers ◽  
European Universities ◽  
Teachers Professional Development ◽  
Higher Education Organizations ◽  
The University

In the context of socio-pedagogical transformations of higher education organizations, the modernization of the system of teachers’ professional development becomes an integral component of the reforms. Today university teachers have to be ready for continuous development and advanced training throughout their lives. Thus, the study of the problem of university teachers’ professional development in Russia and abroad is very relevant and timely as a response to the modern requirements of civil society for the personality of the teacher. The need for professional development among university teachers is closely related to his (her) desire for more successful indicators in teaching activities. To do this, it is necessary to fulfill several pedagogical conditions, including the teacher's own awareness of the need for professional development; the interest of the university administration and the availability of resources to organize an effective professional development system, etc. The purpose of the article is to show some successful practices of the teachers’ professional development in Russian, Chinese and European universities which the author observed while visiting those universities within the realization the project “Enhancing teaching practice in the universities of Russia and China”. The article presents the possibilities of benchmarking in higher education, in particular, the use of the benchmarking technology as a method of studying the effective practices of organizing the teachers’ professional development in a modern university.

scholarly journals Teachers’ perceptions about their practices and needs for improvement: A qualitative research project at the University of Padova

2017 ◽  
Author(s):  
Debora Aquario ◽  
Renata Clerici ◽  
Lorenza Da Re ◽  
Ettore Felisatti ◽  
Cristina Mazzucco ◽  
...  
Keyword(s):  
Professional Development ◽  
Teaching Practice ◽  
Educational Innovation ◽  
Research Project ◽  
Teachers Perceptions ◽  
Need For Support ◽  
Teacher Professional ◽  
Points Of View ◽  
The One ◽  
The University

The aim of the paper is to present the results deriving from the qualitative analysis of open-ended questions included in the Prodid Project Questionnaire. Prodid (Teacher professional development and  academic educational innovation) is a research project conducted in 2014-2015 at the University of Padova, which aimed at developing strategies to support academic teachers to enhance their teaching competences. The questions were formulated in order to collect teachers’  points of view on excellence and innovation, perceived critical aspects in their teaching practice and the need for support to improve teaching. The analysis was conducted through the use of software Atlas.ti 7 in order to highlight, on the one hand, the strengths and weaknesses of current teaching practices, and on the other hand, the need of support to improve teaching skills and enhance teachers’ professionalism. Findings are presented by illustrating the distributions based on the different Schools in the universities as well as the thematic issues that emerged from teachers’ answers. These results informed the professional development activities organized at the University for junior and senior staff in 2015.

scholarly journals Designing teacher professional development programs to support a rapid shift to digital

2020 ◽  
Author(s):  
Tania Heap ◽  
Ruthanne Thompson ◽  
Adam Fein
Keyword(s):  
Professional Development ◽  
Blended Learning ◽  
Teacher Professional Development ◽  
Development Program ◽  
Future Research ◽  
Effective Teacher ◽  
Development Programs ◽  
Global Pandemic ◽  
Teacher Professional ◽  
The Impact

AbstractFrom a design perspective, this paper offers a response to the impact, value, and application of a manuscript published by Philipsen et al. (Improving teacher professional development for online and blended learning: A systematic meta-aggregative review. Educational Technology and Research Development, 67, 1145–1174. 10.1007/s11423-019-09645-8, 2019). Philipsen et al. (2019) reviewed what constitutes an effective teacher professional development program (TPD) for online and blended learning (OBL), with our response focusing on its value and application in light of an emergency shift to digital to address a global pandemic. This paper also proceeds to examine limitations in previous research into the subject and future research opportunities to investigate important components that inform the design of a resilient and scalable TPD for OBL.

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