WorldWideScience

Sample records for professional teacher education

  1. Defining Professionalism in Teacher Education Programs

    Science.gov (United States)

    Creasy, Kim L.

    2015-01-01

    Professionalism and how it is to be acquired should be a focus of every teacher education program. Despite the significant role professionalism plays there is a lack of a universally accepted definition of professionalism in teacher education programs. This paper investigates "working definitions" of professionalism as they pertain to…

  2. Research and professional development of teacher educators

    NARCIS (Netherlands)

    Lunenberg, Mieke; Willemse, Martijn

    2006-01-01

    Over the last decade teacher educators have started to systematically study the processes involved in their efforts to improve their teacher education practices. This research by teacher educators (self-study research) has made an enormous contribution to the professional development of the teacher

  3. Teaching and Teacher Education for Health Professionals ...

    African Journals Online (AJOL)

    Musumali

    This result suggests that a large proportion of teaching staff could benefit from teacher education. ... requirement for formal training in teaching for the horde health professionals who participate (full-time, part-time or ... training for educators in health professionals' education. Method: 250 medical students from the MB ChB.

  4. Experienced Teacher Educators and their Professional Learning.

    NARCIS (Netherlands)

    dr Marcel van der Klink; dr.ir. Quinta Kools; dr Simone White

    2010-01-01

    The professional development of teacher educators is increasingly being recognised as a topic of paramount importance. This is partly caused by the stronger emphasis on improving the quality of teacher education programs and as a consequence on attention for the lifelong learning of those

  5. Professional Standards for Australian Special Education Teachers

    Science.gov (United States)

    Dempsey, Ian; Dally, Kerry

    2014-01-01

    Although professional standards for Australian teachers were developed several years ago, this country is yet to develop such standards for special education teachers. The lack of standards for the special education profession is associated with the absence of a consistent process of accreditation in Australia and a lack of clarity in the pathways…

  6. Teachers Learning: Professional Development and Education. Cambridge Education Research Series

    Science.gov (United States)

    McLaughlin, Colleen, Ed.

    2012-01-01

    "Teachers Learning: Professional Development and Education" is part of The Cambridge Education Research series, edited by senior colleagues at the University of Cambridge Faculty of Education, which has a longstanding tradition of involvement in high quality, innovative teacher education and continuing professional development.…

  7. Initial teacher education and continuing professional development for science teachers

    DEFF Research Database (Denmark)

    Dolin, Jens; Evans, Robert Harry

    2011-01-01

    , and belong to various cultures, both educationally and socially. Section 1 presents a review of the research literature across these dimensions and looks at the knowledge, skills and competences needed for teaching science, specific issues within science teacher education, and strategies for educating......Research into ways of improving the initial education and continuing professional development of science teachers is closely related to both common and unique strands. The field is complex since science teachers teach at different educational levels, are often educated in different science subjects...... and developing science teachers....

  8. Teacher Educators' Constructions of Professionalism: A Case Study

    Science.gov (United States)

    Murray, Jean

    2014-01-01

    This article addresses an under-researched area of teacher education by analysing teacher educators' constructions of their professionalism and the constituent professional resources and senses of identity on which that professionalism draws. The research is an embedded case study of 36 teacher educators in two Schools of Education in England,…

  9. Teacher education program explores building professional learning ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    2016-05-02

    May 2, 2016 ... Under the project, IDRC grantee IT for Change (ITfC), isimplementing action research on a professional learning communities(PLCs) model for collaborative creation of open educational resources ... Teachers across 34 districts have learned to use digital tools and resources in their classroom teaching.

  10. Teacher Professional Development with an Education for ...

    African Journals Online (AJOL)

    This national case study reports on the development of a national network, curriculum framework and resources for teacher education, with specific focus on the inclusion of environment and sustainability, also known as education for sustainable development (ESD) in the South African teacher education system. It reviews ...

  11. A Framework for Professional Ethics Courses in Teacher Education

    Science.gov (United States)

    Warnick, Bryan R.; Silverman, Sarah K.

    2011-01-01

    Evidence suggests that professional ethics is currently a neglected topic in teacher education programs. In this article, the authors revisit the question of ethics education for teachers. The authors propose an approach to the professional ethics of teaching that employs a case-analysis framework specifically tailored to address the practice of…

  12. A Narrative Analysis of a Teacher Educator's Professional Learning Journey

    Science.gov (United States)

    Vanassche, Eline; Kelchtermans, Geert

    2016-01-01

    This article reports on a narrative analysis of one teacher educator's learning journey in a two-year professional development project. Professional development is conceived of as the complex learning processes resulting from the meaningful interactions between the individual teacher educator and his/her working context. Our analysis indicates…

  13. Professional self-concept development of special education teachers

    OpenAIRE

    Strniša, Tjaša

    2017-01-01

    This master's degree thesis main problem is focused on professional self-concept of Slovenian special education teachers. I am trying to figure out if the professional self-concept changes due to different stages of a teacher's career. In the theoretical part of the thesis I have defined the term self-concept and focused mainly on teachers' professional self-concept. I present the development of self-concept with Erikson's theory of psychosocial development and how this phenomena is expres...

  14. Professional development of teacher-educators towards transformative learning

    NARCIS (Netherlands)

    Meijer, Marie-Jeanne; Kuijpers, Marinka; Boei, Fer; Vrieling, Emmy; Geijsel, Femke

    2016-01-01

    This study explores the specific characteristics of teacher-educator professional development interventions that enhance their transformative learning towards stimulating the inquiry-based attitude of students. An educational design research method was followed. Firstly, in partnership with five

  15. Supporting Novice Special Education Teachers through Quality Professional Development

    Science.gov (United States)

    Tate, Mary E.

    2013-01-01

    The special education teaching environment is a teaching environment with unique duties that often challenge novice special education teachers. The purpose of this qualitative case study was to gain clarity of the work environment of special education teachers to uncover professional development practices that would work to support them. Research…

  16. Professional Noticing Practices of Novice Mathematics Teacher Educators

    Science.gov (United States)

    Amador, Julie

    2016-01-01

    The focus on professional noticing in mathematics education has recently gained increased interest as researchers work to understand how and what is noticed and how this translates into practice. Much of this work has focused on the professional noticing practices of inservice teachers and preservice teachers, with less attention focused on those…

  17. Professional Development of Teacher-Educators towards Transformative Learning

    Science.gov (United States)

    Meijer, Marie-Jeanne; Kuijpers, Marinka; Boei, Fer; Vrieling, Emmy; Geijsel, Femke

    2017-01-01

    This study explores the specific characteristics of teacher-educator professional development interventions that enhance their transformative learning towards stimulating the inquiry-based attitude of students. An educational design research method was followed. Firstly, in partnership with five experienced educators, a professional development…

  18. Teaching and Teacher Education for Health Professionals ...

    African Journals Online (AJOL)

    Musumali

    The results are discussed as indications for educational skills training for educators in health professionals' education. Method: 250 medical students from the MB ChB programme were surveyed, in an evaluation exercise, to rate the teaching contribution of all the full-time and honorary lecturers (n=88). The students were.

  19. Role of Pre-service Teachers Educators in Forming of Future Teachers Professional Competencies

    OpenAIRE

    Garabiková Pártlová, Margareta

    2015-01-01

    The dissertation deals with the educators of future teachers and their roles in shaping the professional competencies of pre-service teachers during undergraduate training. The theoretical basis of the work is grounded in the theory of undergraduate education, as well as the concepts of professional competences of teachers and professional competences of pre-service teachers educators and related concept of model role. The empirical part, using mixed methods research, consists of several subs...

  20. Society for Music Teacher Education Professional Literature Project.

    Science.gov (United States)

    Heller, George N., Ed.

    This project aims to correct the somewhat chaotic state of professional literature on music teacher education. First, the project provides a tentative definition of music teacher education and then proceeds to sort, classify, and define the diverse literature. After an introduction, the project is divided into the following sections: (1)…

  1. Philosophy of Education Subscales: Predictors of EFL Teachers' Professional Development

    Science.gov (United States)

    Ashraf, Hamid; Kafi, Zahra H.

    2017-01-01

    The present study aimed at investigating the relationship between Iranian EFL, English as a foreign language, male and female instructors' philosophy of education and their professional development to see whether there is any significant relation between the type of philosophy of education that teachers hold and their professional development. It…

  2. Teacher Professionalism: What Educators Can Learn from Social Workers

    Science.gov (United States)

    Bair, Mary Antony

    2014-01-01

    Although there are numerous calls to enhance the professionalism of teachers, there is little empirical research in the United States that examines educators' understanding of the concept. This exploratory case study compared the conceptualization of professionalism by faculty and students in a college of education vis-à-vis the conceptualization…

  3. PROFESSIONAL DEVELOPMENT OF TEACHER EDUCATORS OF BASIC EDUCATION TEACHERS IN A TRAINING CENTER IN MATO GROSSO

    Directory of Open Access Journals (Sweden)

    MARLI ELIZA DALMAZO AFONSO DE ANDRE

    2016-12-01

    Full Text Available This paper presents data from a study that investigated the professional development of teacher educators who work in the Training Centre for Basic Education Professionals (Cefapro in the state of Mato Grosso. They are responsible for the implementation of continuing education in schools. The methodological procedures included a survey with all teacher educators (PF, focus group with five PFs and systematic observation of the performance of a PF. The theoretical framework was based on studies of authors such as Carlos Marcelo (1992; 1996; 1999; 2009, Jacky Beillerot (1996 and Marguerite Altet (2003. The analysis focused on the relationship between Teacher educators and their functions, those prescribed by the Training Policy, as well as those determined by the training needs of teachers in school, understanding that this relationship guides the development of professionalism of this new educational actor.

  4. Teaching and Teacher Education for Health Professionals ...

    African Journals Online (AJOL)

    Musumali

    assurance benchmark by the School. This result suggests that a large proportion of teaching staff could benefit from teacher education. Four hundred and four questionnaires were completed and returned out of the 426 that had been distributed, yielding a response rate of 94.8 %. The Cronbach's alpha for reliability test was ...

  5. Preparation and Professional Development of Teacher Educators in Tanzania: Current Practices and Prospects

    Science.gov (United States)

    Namamba, Adam; Rao, Congman

    2017-01-01

    Teacher educators play a key role in teacher education and education in general. Worldwide, little is known about preparation and professional development of teacher educators. This paper critically examined teacher educators' preparation and professional development in the context of educational reforms and mushrooming of teacher education…

  6. Professionalization in Teacher Education As an Interorganizational Learning Challenge

    Directory of Open Access Journals (Sweden)

    Heike de Boer

    2018-01-01

    Full Text Available Cultural and social changes, new administrative regulations, and curricular reforms have had a significant impact on the work and professional self-image of future teachers in many European countries involved in the Bologna Process. This constellation gives rise to new challenges for established routines, practices, and identities of the organizations involved in teacher education. This article deals with processes of professionalization in teacher education and presents new forms of interorganizational cooperation between schools, universities, education authorities, and extracurricular agencies. Three case studies from Germany and Austria clearly demonstrate that different organizational cultures as well as different professional self-images meet in cooperative environments. The goal of the article was to analyze systematically the various interorganizational learning challenges in the field of teacher education.

  7. The Implementation of Graduate Education to Professional Performance: Teachers' Perspectives

    Science.gov (United States)

    Berkant, Hasan Güner; Baysal, Seda

    2017-01-01

    One of the core figures of education system is undoubtfully the teacher who is expected to contribute dramatically to the qualified learning environment both with professional skills and with personal characteristics. Therefore, the need for graduate education and its significance to specialize in maintaining education after Bachelor's degree has…

  8. THE PROFESSIONAL ROLE OF TEACHER OF EDUCATION FOR FAMILY LIFE

    Directory of Open Access Journals (Sweden)

    Anna Zellma

    2016-12-01

    Full Text Available Teachers of education for family life take all sorts of forms of professional activity in school. The activities are an important component of teachers’ professional role. They arise, among others, from applicable laws, professional obligations, curriculum assumptions in particular types of schools and social expectations. However, personal characteristics as well as professional qualifications and competence are of great importance. These factors determine the quality of professional activity of the teacher of education for family life. By analyzing the issue mentioned in the title of this thesis, attention was drawn to the rights and obligations of teachers of education for life in the family that relate to teaching, upbringing, prevention and care. Reference is made at the same time to the existing educational documents and curriculum assumptions. This made it possible to indicate what the proper fulfillment of teaching, educational-preventive and caring tasks of the teacher of education for life in the family depends on. It has been proved that regardless of the changes taking place in the socio-cultural realities, the needs and interests of students and the expectations of parents, teachers of education for life in the family is required to take fair and responsible participation in the issues relating to marriage and family. He also has to support his students in the integral development and shape social and moral attitudes based on universal moral and social values.

  9. Professional Experience as a Wicked Problem in Initial Teacher Education

    Science.gov (United States)

    Southgate, Erica; Reynolds, Ruth; Howley, Peter

    2013-01-01

    Professional experience in teacher education is explored through the conceptual lens of the wicked problem. Wicked problems are socially constructed and complex. This paper outlines what is at stake in the framing of the problem of professional experience and how constructions of the problem make it difficult to find enduring solutions. The…

  10. The development of the professional identity of two teacher educators in the context of Dutch teacher education

    NARCIS (Netherlands)

    Swennen, Anja; Volman, Monique; van Essen, Mineke

    This article is part of a larger study on the development of professional identity of five teacher educators from three different generations. The article discusses the development of the professional identities of the two youngest teacher educators, who currently work in teacher education

  11. The development of the professional identity of two teacher educators in the context of Dutch teacher education

    NARCIS (Netherlands)

    Swennen, A.; Volman, M.L.L.; van Essen, M.

    2008-01-01

    This article is part of a larger study on the development of professional identity of five teacher educators from three different generations. The article discusses the development of the professional identities of the two youngest teacher educators, who currently work in teacher education

  12. Redefining What It Means to Be a Teacher through Professional Standards: Implications for Continuing Teacher Education

    Science.gov (United States)

    Torrance, Deirdre; Forde, Christine

    2017-01-01

    This article connects with an international debate around the place of professional standards in educational policy targeted at enhancing teacher quality, with associated implications for continuing teacher education. Scotland provides a fertile context for discussion, having developed sets of professional standards in response to a recent…

  13. The Professional Developmental Needs of Higher Education-Based Teacher Educators: An International Comparative Needs Analysis

    Science.gov (United States)

    Czerniawski, Gerry; Guberman, Ainat; MacPhail, Ann

    2017-01-01

    A universal lack of attention to the professional learning needs of teacher educators is the driver for this study, which considers the most effective ways to support the professional learning of higher education-based teacher educators. At a time when many industrialised countries are engaged in systemic educational reform, this study provides an…

  14. Professional Insiders/Outsiders? Teacher Professionalism and the Primary School Physical Education Specialist

    Science.gov (United States)

    Brooks, Caroline; DinanThompson, Maree

    2013-01-01

    This paper provides a context for exploring the positioning of Physical Education specialist teachers (PE specialist teachers) in primary schools in Queensland in the discourses of teacher professionalism. A critical analysis of literature on the history and status of the subject and its practitioners aims to contextualize discourses in and about…

  15. Professional Learning Communities: A Practice to Support the Induction and Retention of Novice Special Education Teachers. Induction Insights. Supporting Special Education Teachers - Teacher Educators [TEII-5

    Science.gov (United States)

    National Center to Inform Policy and Practice in Special Education Professional Development, 2010

    2010-01-01

    Collaboration among novice special education teachers and their general education colleagues can bolster the impact of induction programs for all novice teachers, including special education teachers. Strong, supportive collaborative structures also can influence novice special education teacher retention. A Professional Learning Community--the…

  16. Special Education Trainee Teachers' Perceptions of Their Professional World: Motives, Roles, and Expectations from Teacher Training

    Science.gov (United States)

    Gavish, Bella

    2017-01-01

    To open a window into perceptions entailed in the professional world view of special education teacher trainees, three research questions were developed: (a) What are their motives for joining the profession? (b) How do they perceive the role of the special education teacher? and (c) What are their expectations from teacher training? The research…

  17. Discussing Pedagogical Dilemmas with Teacher Educators: Facilitating Their Professional Development

    Science.gov (United States)

    Yaffe, Elka; Maskit, Ditza

    2010-01-01

    The article describes action research that followed the professional development process of teacher educators engaged in the role of workshop mentors. The inquiry into their own practice and discussions about pedagogical dilemmas proved to be ways of conducting self-study during the interactive team meetings. The goal of these meetings was to…

  18. Issues in Special Education Teacher Recruitment, Retention, and Professional Development: Considerations in Supporting Rural Teachers

    Science.gov (United States)

    Berry, Ann B.; Petrin, Robert A.; Gravelle, Maggie L.; Farmer, Thomas W.

    2011-01-01

    This study sought to obtain a current picture of special education teacher recruitment and retention in rural districts and to understand the professional development needs of rural special educators. Surveys, administered through telephone interviews with a national sample of special education administrators and teachers, confirmed the…

  19. The professional development of teacher educators

    NARCIS (Netherlands)

    Lunenberg, Mieke; Willemse, Martijn

    2010-01-01

    Two years ago, at the annual conference of the International Professional Development Association in Belfast, a claim was made by one of us, with a great deal of justification, that there had been very few papers published in the International Professional Development Association journal

  20. Flip, feedback and fly: Using LOOP to enhance the professional experience of initial teacher education

    National Research Council Canada - National Science Library

    Phillipson, Shane N; Phillipson, Sivanes; Cooper, David G

    2015-01-01

    .... Problems can arise, however, when the evaluation of their professional experience against the Standards shifts from the providers of teacher education programmes to school-based supervising teachers...

  1. The Influence of Teacher Education on Mentor Teachers' Role Perception in Professional Development Schools

    Science.gov (United States)

    Klieger, Aviva; Oster-Levinz, Anat

    2015-01-01

    Apprenticeship and professional development schools (PDSs) are two models for teacher education. The mentors that are the focus for this research completed their initial teacher training through one of these models and now mentor in PDSs. The paper reports on how the way in which they were trained as student teachers influenced their role…

  2. Teacher Career Motivation and Professional Development in Special and Inclusive Education: Perspectives from Chinese Teachers

    Science.gov (United States)

    Feng, Yan

    2012-01-01

    Limited evidence is available from the existing literature that relates teachers' career motivation to their attitudes towards special and inclusive education and their motivation for professional development in China. A mixed-method approach was used to investigate teachers' perspectives in this respect. A sample of teachers at seven mainstream…

  3. Teacher Educators: Proposing New Professional Development Models within an English Further Education Context

    Science.gov (United States)

    Eliahoo, Rebecca

    2017-01-01

    At a time of increasing public and government focus on the quality of teacher education, little is known about the professional development needs of those who teach teachers in further education (FE). Yet they are crucial players. Efforts are intensifying across a significant number of countries to promote the professional development of teacher…

  4. Teacher Education Students: Their Experience of Mathematics Anxiety, Self-Efficacy, and Teacher Professional Development

    Science.gov (United States)

    Olson, Amy M.

    2014-01-01

    This dissertation adds to the teacher education literature by exploring the experiences education students have of mathematics anxiety and self-efficacy for teaching and learning mathematics. Further, the utility of a specific in-service teacher professional development project, focused on improving rational number instruction, in pre-service…

  5. Teacher education program explores building professional learning ...

    International Development Research Centre (IDRC) Digital Library (Canada)

    ROER4D) project, which aims to improve educational policy, practice, and research in developing countries through a better understanding of the use and impact of open educational resources. It provides evidence-based research from a ...

  6. CSPAP Professional Preparation: Takeaways from Pioneering Physical Education Teacher Education Programs

    Science.gov (United States)

    Carson, Russell L.; Castelli, Darla M.; Kulinna, Pamela Hodges

    2017-01-01

    As comprehensive school physical activity program (CSPAP) professional development becomes increasingly available to current K-12 physical education teachers, this special feature shifts attention to the preparation of future PE teachers and teacher educators for CSPAP. The purpose of this concluding article is to summarize the undergraduate- and…

  7. Knowledge and professionalism in music teacher education

    DEFF Research Database (Denmark)

    Holgersen, Sven-Erik; Holst, Finn

    2013-01-01

    Discussion of ways in which different kinds of pedagogical knowledge are present and develop in music education practices of preeschool, primary school and musicschool.......Discussion of ways in which different kinds of pedagogical knowledge are present and develop in music education practices of preeschool, primary school and musicschool....

  8. Professional Satisfaction of Secondary Education Teachers: The Case of Greece

    Directory of Open Access Journals (Sweden)

    Konstantina Koutrouba

    2017-04-01

    Full Text Available The present questionnaire-based study examines 379 Greek teachers’ perceptions about professional satisfaction and dissatisfaction. According to the results, teachers are professionally satisfied when they, firstly, feel able to effectively establish behaviour and communication rules in their classrooms, secondly, respond to students’ expectations and cooperate with parents and the school administration, thirdly, are supported by colleagues and educational services and, fourthly, share experiences in a collegial atmosphere. Job dissatisfaction, on the contrary, is reported to derive firstly from Curricula restrictions, secondly from a lack of specialized knowledge about teaching, and thirdly from the lack of a reliable assessment procedure.

  9. Critical issues in educational innovation and teachers' professional profile

    Directory of Open Access Journals (Sweden)

    Francesca Oddone

    2015-10-01

    Full Text Available Recent studies carried out at national and international levels indicate that ICT use in the Italian school system is lagging in a number of ways. Observation of the situation in lower secondary schools has prompted us to conduct an investigation focusing on three different areas: teachers’ knowledge and use of technology, sharing of contents and processes, and the adoption of collaborative strategies for learning and teaching. This paper combines the quantitative data collected from different research studies into digital technologies in the Italian school system with the results of a survey we conducted into the professional profile of teachers in the Liguria region. The aim is to reveal the actual level of technology usage and to bring to light critical issues involved. This ultimate goal of this undertaking is to support the sharing and uptake of innovative practices through teacher-centred professional development that promotes inclusive education.

  10. AN INTERNATIONAL EXPLORATION ON PROFESSIONAL DEVELOPMENT OF EXPERIENCED TEACHER EDUCATORS: HOW DO THEY KEEP UP?

    NARCIS (Netherlands)

    prof Simone White; dr Tetsuhito Sakata; dr Gilada Avissar; dr.ir. Quinta Kools; dr Marcel van der Klink

    2015-01-01

    The attention for teacher educators as professionals and their professional development is indeed increasing. While much of the attention has been directed to novice teacher educators little has been paid to experienced teacher educators and their particular developmental activities. This paper

  11. Informal, Moralistic Health Education in Kenyan Teacher Education and How It Influences the Professional Identity of Student-Teachers

    Science.gov (United States)

    Dahl, Kari K. B.

    2015-01-01

    This study explores informal health education with a moralistic content in three Kenyan teacher training colleges and what it means for the development of a professional identity in health education student-teachers on a continent affected by far the largest number of health problems. Informal health education with a moralistic content is a kind…

  12. [Teacher educators and health education: from their concepts to their professional identity].

    Science.gov (United States)

    Cardot, Jean-Pierre; Berger, Dominique

    2013-01-01

    The objective of this study was to determine why some teacher educators use health education actions as part of their teacher training. We therefore studied the educators' discourse in order to identify factors affecting declared practices and adhesion to health education training. The study was conducted in two steps. Teacher educators were interviewed by telephone using a questionnaire and teacher training curricula were reviewed to assess current teacher training practices. A qualitative analysis was then conducted by structured telephone interviews of 16 teacher educators. The teacher educators interviewed in this study presented a holistic approach to health and health education, focusing on the individual, which had a positive impact on implementation of health education training. All of the teacher educators interviewed had also adopted health education as part of their professional identity: they felt competent in health education, and considered it to be part of their job. However, most teacher trainers reported concepts and declared practices according to an application-based model, focussing on acquired knowledge, or a didactic model, focussing on implementation of projects. The holistic model, focussing on individual health, remained very marginal and was not part of teacher educators' perceptions of their role in the training future teachers.

  13. Physical Education Teachers' Professionalization: A Review of Occupational Power and Professional Control

    Science.gov (United States)

    Kougioumtzis, Konstantin; Patriksson, Goran; Strahlman, Owe

    2011-01-01

    This article reviews research on physical education (PE) teachers' professionalization considering their relative position at schools and in the community as well as their control over the lesson formation. The position considers issues of prestige, status and esteem while lesson formation regards constitutional, organizational and physical…

  14. Different understandings of the relationship between teacher education and professional practice

    DEFF Research Database (Denmark)

    Frederiksen, Lisbeth Angela Lunde; Lund, Jens Hansen; Beck, Mette Holdsendorf

    2016-01-01

    In the Center for Didactic Methods and Approaches, VIA University College, we have developed a didactic model of reflection for teachers and managers with the purpose of reflecting on education, teaching, and explaining the educators’ educational paradigms. During the work, we found different...... understandings of the relationship between teacher education and professional practice. We found that this relationship may impact how a teacher or manager actually practices the profession of education, including the methods teachers employ to teach, the methods the student teachers employ to teach......, and on the education totality. We also found that a lack of explanation of the educational paradigms to which teachers adhere may influence students’ optimal professional development....

  15. Professional Development Needs of Primary EFL Teachers: Perspectives of Teachers and Teacher Educators

    Science.gov (United States)

    Zein, Mochamad Subhan

    2017-01-01

    This study investigates the professional development (PD) needs of primary English as a foreign language (EFL) teachers whose professional field has received significant interest at the global level in the past two decades. The study takes a different stance from previous research that exclusively generated data from teachers because it sought the…

  16. Professional development of Teacher Educators: What do they do? Findings from an explorative international study among teacher educators

    NARCIS (Netherlands)

    dr.ir. Quinta Kools; Simone White; Tetsuhito Sakata; Marcel van der Klink; Gilada Avissar

    2011-01-01

    The professional development of teacher educators is increasingly acknowledged as a topic of paramount importance. This is partly due to the stronger emphasis on improving the quality of teacher education programs and as a consequence of the increasing focus on lifelong learning of those responsible

  17. Sustaining Teacher Educators: Finding Professional Renewal through Vocation and Avocation

    Science.gov (United States)

    Winter, Jeffrey S.

    2011-01-01

    This paper examines motivations for becoming a teacher educator and explores ways in which teacher educators can find renewal, revitalization, and sustenance during times of challenge. The field of teacher education is discussed through the lens of the classical notion of "calling" or vocation. The article provides a context for examining the…

  18. Preparing Teachers for Inclusive Education in Botswana: The Role of Professional Development

    Science.gov (United States)

    Mangope, Boitumelo; Mukhopadhyay, Sourav

    2015-01-01

    The continuing professional development of teachers is crucial for implementation of inclusive education and improving the quality of educational service delivery of all learners. The purpose of this preliminary study was to explore teachers' beliefs about professional development for inclusive education in two primary and two secondary schools in…

  19. Codes of Professional Conduct and Ethics Education for Future Teachers

    Science.gov (United States)

    Maxwell, Bruce

    2017-01-01

    This paper argues that the way future teachers are being initiated into the ethical dimensions of their future profession is largely out of step with the movement to professionalize teaching. After recalling the role that codes of professional conduct play in the ecology of professional self-regulation, and arguing that familiarizing students with…

  20. TEACHERS TRAINING FOR EDUCATION OF TEENAGE MOBILITY IN THE SYSTEM OF ADDITIONAL PROFESSIONAL EDUCATION

    Directory of Open Access Journals (Sweden)

    Yuliya Vadimovna Naidanova

    2017-06-01

    Full Text Available Purpose. The article is devoted to the problem of teachers training for education of teenage mobility in the system of additional professional education. The author’s aim is to describe the model of teachers training for education of teenage mobility and the complex of organizational-pedagogical conditions for its implementation. Methods. The basis of the research is the theoretical (theoretical analysis and synthesis of information contained in the pedagogical, psychological literature about the problem of research, modeling research methods. Results. The results of this work consist in the fact that the author gives a definition of the concept “teachers training for education of teenage mobility”, describes the model of teachers training for education of teenage mobility, which contains of an orientating, contensive-methodical and diagnostic-valuative component; stages of design and implementation of the program for education of teenage mobility; block of development and realization of mobility self-education programs; offers a complex of organizational-pedagogical conditions for implementation of model, which includes the developing of a unified information-educational environment for the educational program participants of additional professional education; pedagogical facilitation self- education for mobility of the participants; continuous feedback as the basis for organizing the productive and creative cooperation of the educational process subjects. Practical implication. The results of this research can be applied to train teachers for fulfillment of new labor functions in the system of additional professional education.

  1. Navigating Academia: Developing a Road Map for a Professional Journey for Physical Education Teacher Candidates

    Science.gov (United States)

    Lee, Okseon; Ravizza, Dean M.; Muller, Susan M.; Satern, Miriam N.

    2017-01-01

    Physical education teacher education programs provide teacher candidates with the knowledge, skills and dispositions required to impact student learning. Over the course of a long and successful career, however, quality physical education teachers must continue to adapt to the changing demands of their profession. The professional growth that…

  2. Teacher Educators' Professional Journeys: Pedagogical and Systemic Issues Affecting Role Perceptions

    Science.gov (United States)

    Braund, Martin

    2015-01-01

    Teacher educators in many countries share similar concerns as they aspire to improve education for learners and stimulate interest in further study and careers. The roles and professional development of school teachers have been researched, but little attention has been given to teacher educators. Using a small-scale, illuminative study in England…

  3. Practicalising Theoretical Knowledge in Student Teachers' Professional Learning in Initial Teacher Education

    Science.gov (United States)

    Cheng, May M. H.; Tang, Sylvia Y. F.; Cheng, Annie Y. N.

    2012-01-01

    This paper reports the findings collected from a four year longitudinal study aiming to investigate the professional learning of student-teachers in Bachelor of Education programmes. Four case studies which suggest a typology of ways of practicalising theoretical knowledge with one extreme as the testing out of teaching approaches mainly to find…

  4. Perceptions of Early Childhood Education Professionals on Teacher Leadership in Finland

    Science.gov (United States)

    Heikka, Johanna; Halttunen, Leena; Waniganayake, Manjula

    2018-01-01

    This study investigated perceptions of early childhood education (ECE) professionals employed at three ECE centres on teacher leadership enactment in Finland. These professionals comprised childcare nurses, teachers and ECE centre directors. Theoretically, the study was anchored on an analysis of teacher leadership and distributed leadership…

  5. Teachers Professionalism and The Challenge Of Education In A Global Era

    Directory of Open Access Journals (Sweden)

    Sudrajat Sudrajat

    2017-01-01

    Full Text Available Abstract:  The professional Attitude of a teacher is very necessary for the face of education in this global era. The task of the teacher is not only teaching but also educate, nurture, guide and shape the personality of the student. Mistakes teachers in understanding the profession will result in the shifting of the teacher function slowly. The relationship between teachers and students who need each other turns into a relationship of mutually indifferent, not blissful and boring. The professionalism of teachers is determined by behavior, will and capabilities on condition that Prime. Professionalisation should be viewed as a continuous process, so that the attitude and professional teachers actually formed in this process, pre-service education, educational upgrading, including in his coaching from professional organizations and the workplace, the society against the profession of teacher training, enforcement of the code of ethics of the profession, certification, improved quality of prospective teachers, rewards, etc collectively determine a person including professional development of teachers. This article presents an attempt discussion space for educators, prospective educators, and related parties in order to better understand, implement, and develop attitudes and behavior in the world of education through good example in mind, speech, and action. Keywords: Professional, Teacher, Education, Global Era

  6. Sport Education for Teachers: Professional Development when Introducing a Novel Curriculum Model

    Science.gov (United States)

    Sinelnikov, Oleg A.

    2009-01-01

    The purpose of this study was to provide a description of an on-site professional development program for Russian teachers as they learned to teach Sport Education. A concurrent objective was to investigate the effectiveness of this professional development opportunity. Participants were two physical education teachers (one with 27 and one with 3…

  7. Professional Development of Teacher Educators: What Do They Do? Findings from an Explorative International Study

    Science.gov (United States)

    Van der Klink, Marcel; Kools, Quinta; Avissar, Gilada; White, Simone; Sakata, Tetsuhito

    2017-01-01

    The attention being devoted to teacher educators as professionals and their professional development is unquestionably increasing. Whilst much of that attention is being directed at teacher educators in different countries, international comparisons have been quite rare to date. The research question addressed in this study was: "Do…

  8. Different understandings of the relationship between teacher education and professional practice

    DEFF Research Database (Denmark)

    Frederiksen, Lisbeth Angela Lunde; Lund, Jens Hansen; Beck, Mette Holdsendorf

    2016-01-01

    In the Center for Didactic Methods and Approaches, VIA University College, we have developed a didactic model of reflection for teachers and managers with the purpose of reflecting on education, teaching, and explaining the educators’ educational paradigms. During the work, we found different und......, and on the education totality. We also found that a lack of explanation of the educational paradigms to which teachers adhere may influence students’ optimal professional development.......In the Center for Didactic Methods and Approaches, VIA University College, we have developed a didactic model of reflection for teachers and managers with the purpose of reflecting on education, teaching, and explaining the educators’ educational paradigms. During the work, we found different...... understandings of the relationship between teacher education and professional practice. We found that this relationship may impact how a teacher or manager actually practices the profession of education, including the methods teachers employ to teach, the methods the student teachers employ to teach...

  9. Project Evidence: Responding to the Changing Professional Learning Needs of Mentors in Initial Teacher Education

    Science.gov (United States)

    Allen, Jeanne Maree; White, Simone; Sim, Cheryl

    2017-01-01

    This positioning paper seeks to contribute to the knowledge base of the changing professional learning needs of supervising or mentor teachers in initial teacher education. To do so, we draw from the work of "Project Evidence," an Australian Office of Learning and Teaching funded project, designed to support teacher education through the…

  10. In-Service Training and Professional Development of Teachers in Nigeria: Through Open and Distance Education

    Science.gov (United States)

    Amadi, Martha Nkechinyere

    2013-01-01

    Education authorities have seemed to agree that increasing standards for preservice education of teachers will not necessarily lessen the need for continued in-service preparation and professional growth. No amount of time spent in college or university will complete the preparation of the teacher for classroom tasks. Teachers, like doctors,…

  11. Physical Education Teacher Educators' Professional Identities, Continuing Professional Development and the Issue of Gender Equality

    Science.gov (United States)

    Dowling, Fiona

    2006-01-01

    Background: Despite the evidence that many girls and some boys are regularly subjected to inequalities within school physical education (PE) in Norway today, and international research showing how physical education teacher education (PETE) courses often construct unequal learning opportunities for their students on the basis of gender, few…

  12. Teacher Professionalism: Analysis of Professionalism Phases

    Science.gov (United States)

    Wardoyo, Cipto; Herdiani, Aulia; Sulikah

    2017-01-01

    Teacher professionalism has become a distinctive concern in educational discussions. Based on Teacher and Lecturer Act No.14 2005 carried out by Indonesian Government, teacher professionalism, considered as an assessment aspect of teacher quality, could be drawn by four competences, pedagogical competence, personal, competence, social competence,…

  13. Modern Reality of Professional Development of a Future Teacher of Physical Culture: Informative-Educational Environment

    Directory of Open Access Journals (Sweden)

    Yury V. Dragnev

    2012-05-01

    Full Text Available The contribution is focused on informative-educational environment as reality of professional development of a future teacher of physical culture, states that the basis of strategic direction in education informatization of a future teacher of physical culture lies in access of students and teaching staff to the high-quality network educational informatiional resources.

  14. Teaching the teachers: faculty development in inter-professional education.

    Science.gov (United States)

    Davis, Beth P; Clevenger, Carolyn K; Posnock, Samuel; Robertson, Bethany D; Ander, Douglas S

    2015-02-01

    The purpose of this study is to evaluate changes in self-concept for the knowledge, skills and attitudes toward inter-professional teamwork of facilitators who participated in training and an inter-professional team training event. Inter-professional education requires dedicated and educated faculty. A pretest posttest quasi-experimental design was used for the evaluation. Fifty-three facilitators were asked to complete pre-post questionnaires to measure inter-professional team self-concept (IPTSC), assessing self-concept for the knowledge, skills, and attitudes required for performing in an inter-professional team. Post-session scores on inter-professional team knowledge, skills and attitudes were significantly higher (F(1, 31) = 5.59, p = .02). A facilitator development course and participation in the teaching event had a positive impact on perceived knowledge, skills and attitudes toward inter-professional teamwork. Copyright © 2014 Elsevier Inc. All rights reserved.

  15. Teacher professional development

    CSIR Research Space (South Africa)

    Botha, Adèle

    2014-12-01

    Full Text Available Knowledge (PCK) Technological Pedagogical Knowledge (TPCK) Technological Pedagogical Content Knowledge (TPACK) Contexts Figure 3-1: The TPACK framework for educator knowledge (Koehler & Mishra, 2009) Teacher Professional Development  91 Table...

  16. Perceived Effectiveness of Professional Development Programs of Teachers at Higher Education Level

    Science.gov (United States)

    Malik, Sufiana Khatoon; Nasim, Uzma; Tabassum, Farkhanda

    2015-01-01

    The major purpose of the study was to assess the perceived effectiveness of professional development programs of teachers at higher educational level. The objectives of the study were: "to assess university level teachers'" opinion about effectiveness of professional development training with reference to quality teaching, to measure…

  17. Online Learning Communities and Teacher Professional Development: Methods for Improved Education Delivery

    Science.gov (United States)

    Lindberg, J. Ola, Ed.; Olofsson, Anders D., Ed.

    2009-01-01

    In today's society, the professional development of teachers is urgent due to the constant change in working conditions and the impact that information and communication technologies have in teaching practices. "Online Learning Communities and Teacher Professional Development: Methods for Improved Education Delivery" features innovative…

  18. Teachers' Professional Competences: What Has Drama in Education to Offer? An Empirical Study in Greece

    Science.gov (United States)

    Papavassiliou-Alexiou, Ioanna; Zourna, Christina

    2016-01-01

    This article examines how the training in and use of Drama in Education (DiE) affects the development of teachers' professional skills. The article draws on data from broader empirical qualitative research about the impact of DiE on personal, social and professional development of Greek secondary school teachers. The research was carried out using…

  19. Qualities of the Professional English Language Teacher Educator: Implications for Achieving Quality and Accountability

    Science.gov (United States)

    Al-Issa, Ali S. M.

    2017-01-01

    There is a growing body of literature about the qualities of professional teacher educators (TEs) and their impact on preparing professional teachers. However, English Language Teaching (ELT) research has fallen behind in this regard, despite the fact that different programs worldwide suffer from different limitations, due to certain aspects…

  20. Professionalized Music Teacher Education: Swiss and French Students' Expectations

    Science.gov (United States)

    Güsewell, Angelika; Joliat, François; Terrien, Pascal

    2017-01-01

    The aim of this research was to investigate preservice music teachers' expectations of their curriculum, namely: (a) What content do they expect in view of their future professional activity? (b) Are their expectations in line with the principles of professionalized teacher education? (c) Are there any differences between the expectations of Swiss…

  1. Professional development of teachers in the conditions of informatization of education

    Directory of Open Access Journals (Sweden)

    Галина Аркадьевна Федорова

    2014-12-01

    Full Text Available The article discusses modern trends of informatization of education. It is represented the theoretical analysis of the concept of "the professional development of teacher", which are characterized by the main components of this concept: the pedagogical orientation, professional competence, creativity, self-education from the point of view of active informatization of education.

  2. Reasserting Theory in Professionally Based Initial Teacher Education

    Science.gov (United States)

    Hodson, Elaine; Smith, Kim; Brown, Tony

    2012-01-01

    Conceptions of theory within initial teacher education in England are adjusting to new conditions where most learning how to teach is school-based. Student teachers on a programme situated primarily in an employing school were monitored within a practitioner enquiry by their university programme tutors according to how they progressively…

  3. Collaborative Online Professional Development for Teachers in Higher Education

    Science.gov (United States)

    Teräs, Hanna

    2016-01-01

    Enhancing teaching quality has become a priority for many universities. The need for high-quality professional development for university teachers is therefore crucial. Earlier research has indicated that isolated workshops often fail to result in significant changes in teaching practice. It has been suggested that the desired transformation…

  4. Informative and educational spaces in higher educational establishment and their influence on professional development of future teacher of physical culture.

    Directory of Open Access Journals (Sweden)

    Dragnev Y.V.

    2011-03-01

    Full Text Available In the article the problems of professional development of future teacher of physical culture are examined in the conditions of informative educational space. The value of acmeological approach opens up in the process of professional development of future teacher of physical culture. It is indicated that not only the individual features of future teacher of physical culture but also features of innovative environment influence on professional development. The system awareness of professional development of future teacher of physical culture is presently needed in the conditions of informative educational space of higher school.

  5. Could Australia Have Its Own Teacher Professional Standards for Teaching Relationships and Sexuality Education?

    Science.gov (United States)

    Collier-Harris, Christine A.; Goldman, Juliette D. G.

    2017-01-01

    In many countries, there are no professional standards determining attributes, praxis, effectiveness and evaluation for teachers of relationships and sexuality education in schools. However, in the USA, a new set of pre-service teacher preparation standards has been developed for sexuality education and health. Australia has a set of generic…

  6. Tensions between Teaching Sexuality Education and Neoliberal Policy Reform in Quebec's Professional Competencies for Beginning Teachers

    Science.gov (United States)

    Parker, Dan; McGray. Robert

    2015-01-01

    This research draws into question the effects that neoliberal policy reforms--with an emphasis on individual and measurable "competencies"--has on new teachers teaching sexuality education in Quebec. While we examine professional competencies that teachers can use to define their mandate for teaching sexuality education as a beginning…

  7. On Either Side of the Teacher: Perspectives on Professionalism in Education

    Science.gov (United States)

    Edmond, Nadia; Hayler, Mike

    2013-01-01

    This article brings together two studies which contribute to the examination of the nature of professionalism in education by focusing on the perspectives of two under-researched groups namely "teaching assistants" and teacher educators working "either side" of the school teacher. The projects were conducted in, and framed by,…

  8. Landmarks in the Professional and Academic Development of Mid-Career Teacher Educators

    Science.gov (United States)

    Griffiths, Vivienne; Thompson, Simon; Hryniewicz, Liz

    2014-01-01

    This paper focuses on the professional and academic development of mid-career teacher educators from two universities in England. The objectives of the study were to analyse and compare the career experiences of teacher educators; in particular, to identify stages of development, landmark events and contextual factors affecting professional…

  9. Pre-Service Special Education Teachers' Professionalism and Preparation in Terms of Child Sexual Abuse

    Science.gov (United States)

    Al-Zboon, Eman; Ahmad, Jamal

    2016-01-01

    This study aimed at examining Jordanian pre-service special education teachers' professionalism and preparation on the topic of child sexual abuse (CSA). Qualitative research data from interviews with 20 pre-service special education teachers were analysed using thematic analysis. The results showed that these participants generally hold avoiding…

  10. Redesigning the Identities of Teachers and Leaders: A Framework for Studying New Professionalism and Educator Resistance

    Science.gov (United States)

    Anderson, Gary; Cohen, Michael I.

    2015-01-01

    Market-based reforms of public education do more than shape policy and curriculum; they also influence educators' understanding of themselves as professionals, driving at the very core of what it means to be a teacher or leader. This article explores the effects of neoliberal policies and New Public Management practices on teachers and principals…

  11. Supporting the Professional Development of Teacher Educators in a Productive Way

    Science.gov (United States)

    Boei, Fer; Dengerink, Jurriën; Geursen, Janneke; Kools, Quinta; Koster, Bob; Lunenberg, Mieke; Willemse, Martijn

    2015-01-01

    This study reports on what 13 teacher educators going through a procedure to become registered as a teacher educator in 2011-2012 learned, what goals they formulated for their further professional development and what activities they planned to achieve these goals. The methods used in this study are mainly the same as were used at the time the…

  12. Professional Ethics Education for Future Teachers: A Narrative Review of the Scholarly Writings

    Science.gov (United States)

    Maxwell, Bruce; Schwimmer, Marina

    2016-01-01

    This article provides a narrative review of the scholarly writings on professional ethics education for future teachers. Against the background of a widespread belief among scholars working in this area that longstanding and sustained research and reflection on the ethics of teaching have had little impact on the teacher education curriculum, the…

  13. Re-Imagining Teachers' Identity and Professionalism under the Condition of International Education

    Science.gov (United States)

    Tran, Ly Thi; Nguyen, Nhai Thi

    2015-01-01

    Around the world, 4.3 million students are engaged in international education each year. However, there is a paucity in theory and empirical research on teachers' professionalism in international education. This paper aims to fill out this gap and contribute to our understanding of teachers' changing roles and identity due to the impact of…

  14. TESOL Professional Standards in the "Asian Century": Dilemmas Facing Australian TESOL Teacher Education

    Science.gov (United States)

    Liyanage, Indika; Walker, Tony; Singh, Parlo

    2015-01-01

    Australian teacher education programmes that prepare teachers of English to speakers of other languages (TESOL) are confronting the nexus of two facets of globalization: transformations in the Asian region, captured in the notion of the "Asian century", and shifting conceptions of professionalism in TESOL in non-compulsory education. In…

  15. The Effects of a Professional Development Programme on Primary School Teachers' Perceptions of Physical Education

    Science.gov (United States)

    Harris, Jo; Cale, Lorraine; Musson, Hayley

    2011-01-01

    The impact of a professional development programme on primary school teachers' perceptions of physical education was investigated. Primary school teachers from five local education authorities in England provided data for the study via pre-course audits, course evaluations immediately following the programme, and focus groups and individual…

  16. Communities of practice; facilitating teacher professionalization in higher education

    NARCIS (Netherlands)

    dr. Donald Ropes

    2005-01-01

    The field of higher professional educational in the Netherlands is undergoing drastic structural changes. Organizational-wide mergers are commonplace and are often followed by development of new curricula. Furthermore, this is often accompanied by the implementation of a completely new educational

  17. Promoting teachers' professional development

    NARCIS (Netherlands)

    Runhaar, Pietsje Roelofje

    2008-01-01

    Because teacher quality has a great influence on pupil attainment, teachers’ professional development receives a lot of attention in educational policy. This dissertation contains five studies on how teachers’ professional development, in terms of learning at the workplace, can be explained and

  18. Technologies for Raising Professional Competence in Teachers Working in Inclusive Educational Institutions

    Directory of Open Access Journals (Sweden)

    Zakharova A.V.,

    2016-12-01

    Full Text Available This paper focuses on the issues of raising professional competence in teachers working in inclusive educational organisations and outlines the main strategies of specialist training within master’s programmes. It is emphasized that one of the most essential components of graduate education is the development of professional (practice-oriented competencies during training at networking educational institutions, which would make future specialists able to solve professional tasks of any difficulty and to come up with new schemes for professional activity in the context of the transformation of the Russian education system.

  19. Teacher Professionalism on the Developing Children Creativier Professionalism on the Developing Children Creativity (Sociology of Education PerspectiveProfessionalism on the Developing Children Creativity (Sociology of Education Perspective

    Directory of Open Access Journals (Sweden)

    Ummi Nurul Muslimah

    2016-07-01

    Full Text Available This research is to study the concept of teachers’ professionalism and children creativity also the relation in sociology of educational perspective. This is a library research with a descriptive method. The writer collected the data from the writing sources published about some problems of teacher’s professionalism on the developing children creativity. Then, analyzing the thinking of every ideology and philosophy described clearly and completely, so the similarity and differences can be treated clearly by using the description of teacher professionalism on developing children creativity. The findings of this study showed that the relation between teacher professionalism and developing children creativity in sociology of education is every educator have an important role in children education, although in teaching learning process or in out class, educators have always supported and challenged abilities of the gift, talent and creativity. The reason is because the children are more often spend much time with teacher, so the teacher more to know and more responsible to their children.

  20. METHODOLOGY OF PROFESSIONAL PEDAGOGICAL EDUCATION: THEORY AND PRACTICE (theoretical and methodological foundations of vocational teacher education

    Directory of Open Access Journals (Sweden)

    Evgeny M. Dorozhkin

    2014-01-01

    Full Text Available The study is aimed at investigating a justification of the new approach to the problem of vocational education development through the prism of interdependence research methodology and practice. This conceptual setup allows determining the main directions for teacher training modernization of vocational schools. The authors note that the current socio-economic situation in our country has actualized the problem of personnel training. Politicians, economists and scientists’ speeches are all about the shortage of skilled personnel. They see the main reason of this catastrophic situation in the present system of primary and secondary vocational education. At least they concern over the current practice of pedagogical personnel training of vocational education who are to restore the system of vocational education. Our country, Russia has a great positive experience in solving this problem. Scientific-methodological centre for vocational teacher education is the Russian State Vocational Pedagogical University under the scientific direction of Academician of the Russian Academy of Education, G. M. Romantsev. The reflection of scientifictheoretical bases of this education led the authors to the analysis and designing (formation of existent and new professional and pedagogical methodology. Methods. The fundamental position of A. M. Novikov on the generality of the research (scientific and practical activity methodology has become the theoretical platform of the present study. Conceptual field, conceptual statements and professional model are presented as the whole system (or integrating factor. The theoretical framework has determined the logic of the study and its results. Scientific and educational methodology differentiation in terms of the subject of cognitive activity has allowed identifying the main scientific and practical disciplines of vocational teacher education. The creative concept as the subject ground is instrumental analysis of

  1. Peculiarities in Construction of Future Teachers' Professional Training Content in the System of Multilevel Pedagogical Education in Canada

    Science.gov (United States)

    Pavlyuk, Victoria; Ivanchyuk, Halyna

    2016-01-01

    The article deals with the peculiarities of future teachers' training content in the system of Canadian multilevel teacher education. Main features of the Canadian teachers' training content are the standardization of multilevel pedagogical education content, Canada's focus on multilevel teachers' education in professional development of future…

  2. Intra-Individual Differences in Developing Professional Vision: Preservice Teachers' Changes in the Course of an Innovative Teacher Education Program

    Science.gov (United States)

    Stürmer, Kathleen; Seidel, Tina; Holzberger, Doris

    2016-01-01

    The ability to reason about observed classroom situations constitutes an essential aspect of teachers' professional vision and is seen as a key element of initial teacher education. The three aspects of the ability are as follows: to describe, explain, and predict classroom situations. Research has shown that field experiences, the acquisition of…

  3. Teaching Assistants and Teacher Education in England: Meeting Their Continuing Professional Development Needs

    Science.gov (United States)

    Bignold, Wendy; Barbera, Jackie

    2012-01-01

    Teaching assistants are often the constant adult in classrooms in England today and find themselves working closely with student-teachers. This paper explores the role of teaching assistants in the training and assessment of primary initial teacher education students and considers their continuing professional development (CPD) needs in relation…

  4. The Effect of Professional Development on Teacher Attitudes toward Online Learning in K-12 Education

    Science.gov (United States)

    Savakinas, Christy A.

    2012-01-01

    The purpose of this study was to examine how teacher attitudes toward online learning in K-12 education vary before, during, and after participation in a professional development program focused on ePedagogy and online course development. The study also examined which Key Design Factors, as identified by Wells (2007), influence teachers'…

  5. Physical Education Teachers' Continuing Professional Development in Health-Related Exercise: A Figurational Analysis

    Science.gov (United States)

    Alfrey, Laura; Webb, Louisa; Cale, Lorraine

    2012-01-01

    This paper uses figurational sociology to explain why Secondary Physical Education teachers' engagement with Health Related Exercise (HRE) is often limited. Historically-rooted concerns surround the teaching of HRE, and these have recently been linked to teachers' limited continuing professional development (CPD) in HRE (HRE-CPD). A two-phase,…

  6. Investigation of Professional Self Sufficiency Levels of Physical Education and Sports Teachers

    Science.gov (United States)

    Saracaoglu, Asuman Seda; Ozsaker, Murat; Varol, Rana

    2012-01-01

    The present research aimed at detecting professional self sufficiency levels of physical education and sports teachers who worked in Izmir Province and at investigating them in terms of some variables. For data collection, Teacher's Sense of Efficacy Scale-developed by Moran and Woolfolk-Hoy (2001) and Turkish validity and reliability studies…

  7. Revealing Praxis: A Study of Professional Learning and Development as a Beginning Social Studies Teacher Educator

    Science.gov (United States)

    Ritter, Jason K.

    2010-01-01

    This self-study reports on the professional learning and development of a beginning social studies teacher educator via an examination of the evolving relationship between the author's beliefs and practices during his first three years preparing social studies teachers. Throughout this time data were systematically collected in the form of written…

  8. Online Teacher Professional Development for Gifted Education: Examining the Impact of a New Pedagogical Model

    Science.gov (United States)

    Edinger, Matthew J.

    2017-01-01

    This article theoretically develops and examines the outcomes of a pilot study that evaluates the PACKaGE Model of online Teacher Professional Development (the Model). The Model was created to facilitate positive pedagogical change within gifted education teachers' practice, attitude, collaboration, content knowledge, and goal effectiveness.…

  9. Teachers' Professional Learning in a European Learning Society: The Case of Physical Education

    Science.gov (United States)

    Makopoulou, Kyriaki; Armour, Kathleen

    2011-01-01

    Background: In the contemporary "knowledge-driven" European society, the quality and relevance of Continuing Professional Development (CPD) for teachers and Physical Education teachers (PE-CPD) has come under scrutiny. National contexts within Europe vary considerably, however, so there is a need to gain analytical insights into PE-CPD…

  10. Field-Based Professional Development of Teachers Engaged in Distance Education: Experiences from the Arctic

    Science.gov (United States)

    Veletsianos, George; Doering, Aaron; Henrickson, Jeni

    2012-01-01

    We examine the experiences of five teachers who traveled with a team of educators, scientists, and explorers on circumpolar Arctic expeditions to deliver adventure learning (AL) programs to K-12 students at a distance. Results highlight the personal and professional impacts this opportunity had on teachers, including their empowering, fulfilling,…

  11. Practitioner Research as Part of Professional Development in Initial Teacher Education

    Science.gov (United States)

    Maaranen, Katriina

    2009-01-01

    The purpose of this research is to seek the connection between professional development and an MA thesis research project, which is conducted as part of initial teacher education in Finland. This article examines the experiences of teachers with work experience, but without an official qualification, who recently completed their MA thesis. The…

  12. Newly Qualified Teachers' Professional Digital Competence: Implications for Teacher Education

    Science.gov (United States)

    Gudmundsdottir, Greta Björk; Hatlevik, Ove Edvard

    2018-01-01

    The professional digital competence (PDC) of teachers is of growing importance in classrooms, now that digital resources and digital media are becoming important parts of teachers' everyday practice. This study explores how newly qualified teachers are prepared to use information and communication technology (ICT) in their initial teacher…

  13. Professional Development of Preschool Teachers and Changing the Culture of the Institution of Early Education

    Science.gov (United States)

    Vujicic, Lidija; Camber Tambolaš, Akvilina

    2017-01-01

    The culture of institutions of early education is a strong network of customs, rules, norms and behaviours that affect the daily life and work of all its individuals. Consequently, the professional development of preschool teachers is not only an individual process of professional advancement, but also a process that changes the culture of the…

  14. Examination of the Professional Self-Esteem of Teacher Candidates Studying at a Faculty of Education

    Science.gov (United States)

    Aral, Neriman; Gursoy, Figen; Ceylan, Remziye; Bicakci, Mudriye Yildiz

    2009-01-01

    This study aims to determine the professional self-esteem levels of teacher candidates studying at the Faculty of Education, Ahi Evran University, Kirsehir, Turkey, to examine whether certain variables create any differences in their professional self-esteem levels and to propose suggestions in accordance with the results. The study was conducted…

  15. Psychological and Educational Support in Professional Self-Determination in Students: Through the Lens of Professional Standard for Teachers

    Directory of Open Access Journals (Sweden)

    Antonova M.V.,

    2016-07-01

    Full Text Available The paper focuses on the importance of organized educational support for students in their professional self-determination. It reviews the list of professional competencies defined in the professional standard for teachers dealing with self-determination in students and analyses the basic requirements set for teacher education programmes. The system of professional self-determination for young people is described basing on the experience of the Republic of Mordovia, where career guidance in schools is regulated by the Regional Educational Module “Start into the Profession”. This module was developed according to the specifics of the given region and represents an integrated system of activities aimed at efficient career guidance for students living in rural and urban areas of the Republic of Mordovia.

  16. Professional Environment for Teacher Professional Development

    Science.gov (United States)

    Zascerinska, Jelena

    2010-01-01

    Introduction. Teaching and training are at the heart of the knowledge society where the continuing professional development of teachers and trainers provides the cornerstone for the development of a high quality education and training systems. The Aim of the Study. To identify a design of professional environment for teacher professional…

  17. Towards a Typology of Improvisation as a Professional Teaching Skill: Implications for Pre-Service Teacher Education Programmes

    Science.gov (United States)

    Aadland, Helga; Espeland, Magne; Arnesen, Trond Egil

    2017-01-01

    In this article we discuss the concept of improvisation as a professional teaching skill. Our professional context is teacher education and our discussion is aimed at developing a categorized understanding, or rather a tentative typology, of what professional improvisation in teaching and teacher education might be. Undertaking such a bold…

  18. Teacher beliefs, professional preparation, and practices regarding exceptional students and sexuality education.

    Science.gov (United States)

    Howard-Barr, Elissa M; Rienzo, Barbara A; Pigg, R Morgan; James, Delores

    2005-03-01

    Sexuality education, part of the comprehensive school health education component of a Coordinated School Health Program, interests many health educators as well as special education teachers. In this study, Florida special educators reported their beliefs about teaching sexuality education to educable mentally disabled students, the range of sexuality topics they teach, and their professional preparation in sexuality education. Respondents (n = 494) completed a mailed instrument that included the 36 sexuality content areas identified by the Sexuality Information and Education Council of the United States. Respondents believed strongly that many of the sexuality topics and content areas should be taught to educable mentally disabled students. However, most reported delivering only a modest amount of sexuality education, and they rated their professional preparation as inadequate. Regression analyses documented that respondents' beliefs predicted the topics they actually taught within 5 of the 6 key concepts. This study supports collaboration between health educators and special education teachers to adapt existing sexuality curricula for students with special needs, improve professional preparation of special education teachers to teach sexuality education, and to more effectively implement comprehensive school health education through the Coordinated School Health Program model to special education students.

  19. Professional formation of young teacher

    Directory of Open Access Journals (Sweden)

    Едуард Тіберійович Соломка

    2015-11-01

    Full Text Available The article discusses some aspects of professional training of young teachers for vocational and educational activities.The psychological analysis of professional and educational activities of young teachers is conducted. Productive way of developing the ability to solve educational problems can be reflexive training of young teachers, which ensures them study the basics of designing specific educational decisions and organizes active interaction of beginners in the search of productive pedagogical decisions

  20. FEATURES OF PROFESSIONAL DEVELOPMENT OF PHYSICAL TRAINING TEACHERS IN THE CONDITIONS OF POST-GRADUATE EDUCATION

    Directory of Open Access Journals (Sweden)

    Oksana Voitovska

    2016-09-01

    Full Text Available The analyze of a scientific and educational literature was done in the article as to problems of professional development of physical training teachers of postgraduate education.It is given proper definition of concept «professional development of physical training teachers».It is indicated that in current conditions, the quality and level of preparation of physical training teachers does not fully satisfy the needs of the individual, society and state.A new Ukrainian society with its problems, require physical training teachers of innovative type, that combines spiritual and physical wealth, ability for creative collaboration that are intended to form, to develop and to bring up a new generation of Ukrainians.It is determined that the creation in the system of post-graduate education conditions for the actualization of teachers of physical training, the needs of forming motivation, values of orientations in their continuous professional development and to ensure organizational and methodological support and their movement to a high level of professional competence and professional self-realization of physical training teachers are important and actual tasks of post-graduate education.

  1. Physical Education Teachers' Continuing Professional Development in Health-Related Exercise

    Science.gov (United States)

    Alfrey, Laura; Cale, Lorraine; Webb, Louisa A.

    2012-01-01

    Background: As a component of the physical education curriculum, Health-Related Exercise (HRE) has been subject to intensive critique in terms of its status, organisation and expression in schools. Concerns and questions have also been raised about physical education teachers' professional knowledge of health and the extent to which HRE features…

  2. Developing Teachers' Professional Learning: Canadian Evidence and Experiences in a World of Educational Improvement

    Science.gov (United States)

    Campbell, Carol

    2017-01-01

    This article discusses the current international emphasis on educational improvement and, particularly, approaches to developing teachers' professional learning. I begin by arguing for the importance of Canadian narratives and evidence within global debates. I turn then to an example of a recently conducted study of the state of educators'…

  3. Survey of Professional Ethics of Teachers in Institutions of Higher Education: Case Study of an Institution in Central China

    Science.gov (United States)

    Zheng, Lou; Hui, Song

    2005-01-01

    The standard of professional ethics among teachers directly determines the educational standards of a school; they are an essential component of education. In order to clarify the current situation with regard to the professional ethics of teachers in institutions of higher education, this article analyzes how society evaluates those ethics and…

  4. THE FORMATION OF PROFESSIONAL COMPETENCE OF THE TEACHER OF PRESCHOOL EDUCATION IN THE SYSTEM OF ADDITIONAL EDUCATION

    OpenAIRE

    Galiya H. Vakhitova

    2015-01-01

    RETRACTED ARTICLEThe aim of the article is to consider the issues of professional competence formation of the teacher of preschool education in the system of additional education; the necessity of educational space extension of preschool children is proved. Methods. The author relies on the technique of the competency approach to teacher preparation pre-school education, while using both theoretical and empirical research methods. The methods involve the retrospective analysis of research wor...

  5. Teachers' Professional Knowledge for Teaching English as a Foreign Language: Assessing the Outcomes of Teacher Education

    Science.gov (United States)

    König, Johannes; Lammerding, Sandra; Nold, Günter; Rohde, Andreas; Strauß, Sarah; Tachtsoglou, Sarantis

    2016-01-01

    Despite an increasing research interest in subject-specific teacher knowledge, the scientific understanding regarding teachers' professional knowledge for teaching English as a foreign language (TEFL) is very limited. This study therefore applies standardized tests to directly assess content knowledge (CK), pedagogical content knowledge (PCK), and…

  6. Professional Autonomy. Key Competence for Teachers in Commercial Education

    Directory of Open Access Journals (Sweden)

    María Isabel Araya-Muñoz

    2012-08-01

    Full Text Available The way in which the teaching autonomy is materialized, considered as part of the path traveled by the teaching community on their way to become owners of the disciplinary knowledge and the required pedagogical competencies to practice their role has motivated this paper.  For success, Commercial Education requires the urgent transformation of the teaching role and the development of key competences to promote interdisciplinary integration, academic and administrative leadership and the use of contemporary pedagogies.  The level of awareness reached by the teaching group about the impact of the learning that is promoted within the educational context will allow the empowerment of the knowledge that comes from the relationship between theory and practice-key element for professional autonomy.

  7. Teachers' Factors as Determinants of the Professional Competence of the Nigeria Certificate in Education (NCE) Teachers

    Science.gov (United States)

    Adetayo, Janet Oyebola

    2016-01-01

    The National Teachers' Institute (NTI) has been involved in training teachers for the Nigeria Certificate in Education (NCE) for over three decades through Distance Learning Programme. The quality of these teachers has been queried particularly when compared with those who run full-time NCE Programme. This study, therefore, determined the…

  8. Teachers' Factors as Determinants of the Professional Competence of the Nigeria Certificate in Education Teachers

    Science.gov (United States)

    Adetayo, Janet Oyebola

    2016-01-01

    The National Teachers' Institute (NTI) has been involved in training teachers for the Nigeria Certificate in Education (NCE) for over three decades through Distance Learning Programme. The quality of these teachers has been queried particularly when compared with those who run full-time NCE Programme. This study, therefore, determined the…

  9. Examining the Professional, Technical, and General Knowledge Competencies Needed by Beginning School-Based Agricultural Education Teachers

    Science.gov (United States)

    Stripling, Christopher T.; Barrick, R. Kirby

    2013-01-01

    The philosophy behind the kind of teacher education one receives affects the preparedness of beginning agricultural education teachers. The purpose of this philosophical study was to examine and summarize the professional knowledge, technical knowledge, and general knowledge competencies needed in a comprehensive teacher education program to…

  10. Improving pre-service elementary teachers' self-reported efficacy for using the professional teacher standards in health education.

    Science.gov (United States)

    Clark, Jeffrey K; Clark, Susan E; Brey, Rebecca A

    2014-07-01

    The effectiveness of health education methods courses for pre-service elementary teachers has not been assessed for improving the pre-service elementary teacher's self-efficacy for using the professional teacher standards in health education (PTSHE). A quasi-experimental design was used to assess pre-service elementary teachers' self-efficacy toward using the PTSHE. Four institutions whose elementary education programs provide a health education methods course were recruited to participate in the study. Students were recruited to participate and they completed the Pre-service Health Education National Standards Self-efficacy (PHENSS) Scale at the beginning and end of the semester. Data were analyzed using SPSS (version 15) software. A significant increase in the PHENSS Scale scores indicated that a 3-credit health education methods course could improve the pre-service elementary teacher's self-efficacy to use the national standards in their teaching of health education. Further analysis indicated statistically significant improvement of the participants' PHENSS scores in 2 of the 7 standards. Teacher self-efficacy can be a useful measure of the pre-service elementary teachers' ability to use the national standards for health education. The design of the methods course may affect the PHENSS scores. © 2014, American School Health Association.

  11. Declarative knowledge and professional vision in teacher education: effect of courses in teaching and learning.

    Science.gov (United States)

    Stürmer, Kathleen; Könings, Karen D; Seidel, Tina

    2013-09-01

    Teachers' professional vision includes the ability to apply general pedagogical knowledge about components of effective teaching and learning to reason about significant features of classroom practice. It requires teachers to (a) describe, (b) explain, and (c) predict classroom situations. Although the acquisition of underling knowledge can be considered as a key element of university-based teacher education programmes, to date, there has been little empirical research on teacher candidates' development of professional vision. This study aims to improve understanding of how different university-based courses in teaching and learning impact the development of professional vision. Participants were teacher candidates (N= 53) attending the same teacher education programme at a German university. They were enrolled in one of three different compulsory courses in teaching and learning, lasting one semester. In a pre-test-post-test design, participants' declarative knowledge about teaching and learning was measured with a test, professional vision with the online tool Observer. Analysis of covariance and multivariate analysis of variance were conducted. Teacher candidates in all three courses showed significant gains both in declarative knowledge and professional vision. Patterns of results differed depending on the course attended. A video-based course with a focus on effective teaching resulted in highest gains in prediction of the consequences of observed events for student learning processes, which is the highest level of knowledge transfer. The development of professional vision is a strongly knowledge-guided process. In line with their content and aims, university-based courses can enhance teaching-relevant knowledge for teacher candidates. © 2012 The British Psychological Society.

  12. Networks of Learning : Professional Association and the Continuing Education of Teachers of Mathematics in Pakistan

    DEFF Research Database (Denmark)

    Baber, Sikunder Ali

    and policy makers have been recently receiving attention an innovative and flexible professional development forum for creating ownership among these stakeholders' regarding implementing change and reforms in educational landscape in different countries. The paper draws on the notion of "networking......" and shows how a number of professional associations have become as networks of learning to encourage the continuing professional education of both pre-service and in-service teachers in the context of Pakistan. A case of the Mathematics Association of Pakistan (MAP) as a Network of Learning is presented...

  13. Mathematics Preparation and Professional Development of Deaf Education Teachers.

    Science.gov (United States)

    Pagliaro, Claudia M.

    1998-01-01

    Examines the mathematics competency of teachers of deaf and hard-of-hearing students as a factor in these students' poor performance. Analysis of a survey of teachers of the hearing impaired and administrators indicates insufficient mathematics preparation of teachers, particularly those at the high school level. Suggestions for improving…

  14. Educating Student Teachers to Become High Quality Professionals – A Finnish Case

    Directory of Open Access Journals (Sweden)

    Hannele Niemi

    2011-01-01

    Full Text Available For decades, the Finnish orientation toward teacher education has committed itself to the development of an inquiry oriented and research-based professional culture. The aims of teacher education are to train students to find and analyse problems they may expect to face in their future work. This study consists of a survey of student teachers (n=545 in two universities in Finland. Web-based surveys with quantitative and qualitative questions were sent to all student teachers in the beginning of May 2010. Students assessed how teacher education had provided them with the competences they need in a high standard profession, what kinds of active learning experiences they had in their TE studies, and how research studies of teacher educationhad contributed to their professional development. The participants of the study assessed that they had achieved good skills in planning teaching and curricula. They were capable of using different teaching methods. They were aware of their own teaching philosophy and their responsibilities as professionals and life-long learners. They consider the research component of TE valuable to their independent and critical thinking. They were very engaged in studies. Finnish pre-service teacher education seems to function very well and to be effective in providing the skills teachers need to work as ndependent professionals. The results of the study show, however, that students also need more supervision and guidance on how to collaborate with parents and other stakeholders outside school, such as representatives of working life as well as partners in business life and culture.

  15. Inter-professional education of prospective speech-language therapists and primary school teachers through shared professional practice placements.

    Science.gov (United States)

    Wilson, Leanne; McNeill, Brigid; Gillon, Gail T

    2017-07-01

    Preliminary studies of inter-professional education (IPE) among student speech-language therapists (SLTs) and student teachers suggest that workshop-based applications are beneficial in preparing participants for elements of collaborative practice. Situating IPE within the students' professional practice placements may provide another useful avenue to develop attitudes, knowledge and skills for inter-professional collaboration. Research examining the impact of different approaches to IPE is required to advance our understanding of effective design and evaluation of such initiatives. To understand how student SLTs and student teachers develop competency for collaborative practice when co-working during professional practice placements to support children's speech and literacy development. A case study design was used to monitor the impact of the IPE. Student SLTs (n = 4) were paired with student teachers (n = 4) to participate in shared professional practice placements in junior school classrooms. An inductive thematic analysis of interviews conducted with participants after the IPE was employed to explore the development of competencies in collaborative practice. Change in inter-disciplinary knowledge and perceptions over the IPE was evaluated via survey to further explore the development of collaborative competencies. Integration of qualitative and quantitative findings suggested that participants began to develop four broad areas of collaborative competency: understanding of professional roles and expertise, communication skills to support shared decision-making, inter-dependency in supporting children's learning, and flexibility to implement alternative instructional practices. Interview analysis also revealed factors related to the facilitators and learning contexts that supported and/or limited the collaboration between participants. Shared placement experiences between student SLTs and student teachers may be an effective method for building participants

  16. Using action research for teacher professional development: Research in science and technology education

    Science.gov (United States)

    van Oostveen, Roland Harry

    Initial plans for this project called for collaborative action research to be used as a means of providing authenticity to the teacher development process by: (1) giving teacher opportunities to improve their understanding of their subject matter, (2) allowing teachers to improve their own practice, and (3) determining factors which may affect this type of professional development. After some time it became apparent that the collaborative nature of the action research engaged in by the participating teachers needed to be modified. The modified collaboration, termed purposeful action research, was employed through the remainder of the project. Purposeful action reaction can be viewed as a community of teachers who engage in professional development using 'purposeful' action research as a means of progressive knowledge building around science (and technology) education. Action research holds the promise of offering science and technology teachers more control of their growth as pedagogical practitioners. However, it appears that teachers need to be exposed to issues that extend beyond the reach of the government imposed curriculum guidelines. During the course of this research project it became clear that purposeful action research was necessary in order to address these issues. This thesis provides a detailed account and a description of the characteristics of purposeful action research in action. Two teams of elementary and secondary science and technology teachers were formed to work within collaborative communities. These teams identified common pedagogical problems that they agreed to use as the focus of their work. Over the four months duration of the project, the teachers worked together to prepare unit plans, organize lessons and share resources. The thesis concludes with a reiteration of the aims of the project and a brief discussion of the implications of the findings for science and technology education, teacher professional development, and educational

  17. Priority Fields of Teachers' Professional Development in Terms of Open Education Worldwide

    Science.gov (United States)

    Avshenyuk, Nataliya

    2016-01-01

    The article is devoted to the problem of teachers' professional development within the concept of "open educational resources". The author analyzes the project "Massive Open Online Courses" (MOOC) as one of the modern achievements in the area of information and communication technology (ICT) for the development of adult…

  18. Diversified Professionalism of Physical Education Teachers in the Asian Context of Hong Kong

    Science.gov (United States)

    Sum, Raymond Kim Wai; Dimmock, Clive

    2014-01-01

    This study investigates the socialization and professional experiences of primary school physical education teachers (PSPETs) in the Asian context of Hong Kong. A qualitative research design is adopted. The researcher used semi-structured interviews, supplemented by documentary sources (diaries) for conducting data collection. Eleven PSPETs…

  19. Students' Evaluation of Professional Personality Competencies of Physical Education Teachers Working in High Schools

    Science.gov (United States)

    Demir, Erdal

    2015-01-01

    The purpose of the study is to examine the relationship between professional personality competencies of physical education teachers working in high schools and gender, school type, and class variables of students. The study was organised according to the screening model. The study was carried out in a total of 17 schools, 16 state and one…

  20. Collaborative teacher educator professional development in Europe : different voices, one goal

    NARCIS (Netherlands)

    Lunenberg, Mieke; Murray, Jean; Smith, Kari; Vanderlinde, Ruben

    2017-01-01

    In this article we present an embedded case study focused on the learning activities provided for and by us through our involvement in an international forum focused on the professional development of teacher educators. The aim of this research was to gain more insight into the complicated processes

  1. Evaluating a Professional Development Framework to Empower Chemistry Teachers to Design Context-Based Education

    NARCIS (Netherlands)

    Stolk, M.J.; Bulte, A.M.W.|info:eu-repo/dai/nl/115689001; de Jong, O.|info:eu-repo/dai/nl/074847880; Pilot, A.|info:eu-repo/dai/nl/068350880

    2012-01-01

    Even experienced chemistry teachers require professional development when they are encouraged to become actively engaged in the design of new context-based education. This study briefly describes the development of a framework consisting of goals, learning phases, strategies and instructional

  2. ICT Competency Level of Teacher Education Professionals in the Central Visayas Region, Philippines

    Directory of Open Access Journals (Sweden)

    Dave E. Marcial

    2015-12-01

    Full Text Available Information and communication technology (ICT plays a vital role in teaching and learning. This paper presents the landscape of ICT competency of faculty in the teacher education institutions in the central region of the Philippines. Specifically, the study investigates the ICT competency level in institutions of higher learning offering teacher education programs in the four provinces in Central Visayas, Philippines. A total of 383 survey responses was analyzed in the study. Respondents are all faculty handling any professional and/or specialization courses in the teacher education. The ICT competency level is measured empirically in terms of work aspects described in the UNESCO’s ICT Competency Standards for Teachers. The instrument used in data gathering was a survey questionnaire.This study reveals that the ICT competency level of the respondents is in the knowledge deepening level. The result implies that the teacher educators are integrative, student-centered and collaborative using the necessary tools. It is concluded that there is a slight technology infusion into the teaching instruction among teacher educators in Region 7. There is a need to improve the level of competency among the teacher educators, particularly skills in using complex and pervasive ICT tools to achieve innovative teaching and learning.

  3. Action Research in Pre-Service Teacher Education--A Never-Ending Story Promoting Professional Development

    Science.gov (United States)

    Ulvik, Marit; Riese, Hanne

    2016-01-01

    This article presents a case study aiming at deepening the understanding of action research as a tool in professional development in pre-service teacher education. The case is the practice of action research in a teacher education programme for secondary school teachers in Norway. While there has been limited research on consequences of inquiry,…

  4. The construction of teachers’ professional identities in the interaction: some implications for the teacher continuing education

    Directory of Open Access Journals (Sweden)

    Paula Baracat De Grande

    2012-04-01

    Full Text Available The aim of this paper is to discuss how teachers’ professional identities are construct in the interaction between teachers and the academic instructor in a  continuing education course in the area of language studies, but also reflects on the implications of this process for this type of education. From a Cultural Studies perspective, identities are understood as multipleand discursively constructed. The selected data generated in qualitative interpretative research approach is constituted of excerpts from transcriptions of course in which the conflict between teachers and teachers’ instructor becomes relevant in the constructionof identity of the interlocutors. The social dialogical conception of language form Bakhtin’s Circle and the perspective of Applied Linguistics and New  Literacy Studies are the theoretical base of the research. The article shows that even in an institutional interaction in relation to the  academic instructor in which teachers are positioned as students, they build professional identitiesstrengthened in the argumentation in a moment of conflict. In the process, the teachers build a collective sense and bring social voices of other courses and perspectives of teacher education into the clash with the instructor.KEYWORDS: identities; teacher continuing education; argumentation.

  5. Acmeology aspect of professional becoming of the future teacher of physical training in conditions of information of education

    Directory of Open Access Journals (Sweden)

    Dragnev Y.V.

    2010-10-01

    Full Text Available The role acmeology the approach to the contents of education is opened during professional becoming the future teacher of physical training. It is underlined, that process of professional becoming of the teacher should be focused on arms by knowledge, skills on use of information technologies. Also - on defnition of ways of achievement of tops of creative potential in conditions of information educational space. It is marked, that acmeology technologies assist in conditions of information of education to optimization of process of professional becoming, professional development of the teacher.

  6. Corporate System of Advanced Education for Teachers in Educational Organization in the Context of Professional Standard Implementation

    Directory of Open Access Journals (Sweden)

    Kurneshova L.Y.,

    2017-02-01

    Full Text Available The paper describes methodological approaches to the development of corporate system of advanced training for teachers in the context of implementation of the professional standard for teachers as a basis for competitive growth of educational institution. The key stage in this process is to identify areas of concern in the competencies of the teaching staff. The paper presents a system developed for these purposes which consists of the following four elements: self-testing for teachers; professional training; psychoeducational diagnostic training; training on creating a corporate roadmap for raising professional skills in teachers. The paper addresses the issues related to roadmap development basing on the foresight methodology. Finally, it provides an analysis of various forms of advanced training programs for teachers used in 46 regional centers for advanced training in every federal region of the Russian Federation. Supported by the Moscow Educational Department. The research work “Development and realization of manage- ment project “Organization and implementation of teacher professional training based on the requirements of Teacher professional standard”

  7. Continuing professional development needs of teachers in schools for competence-based vocational education: A case study from The Netherlands

    NARCIS (Netherlands)

    Prof. Dr. Rob F. Poell; Dr. Audrey Seezink

    2010-01-01

    Purpose - The purpose of this article is to help schools for vocational education determine teachers' continuing professional development needs associated with implementing competence-based education programs, so that these schools can develop better attuned HR policies. It investigates which

  8. Does Early Childhood Teacher Education Foster Professional Competencies? Professional Competencies of Beginners and Graduates in Different Education Tracks in Germany

    Science.gov (United States)

    Strohmer, Janina; Mischo, Christoph

    2016-01-01

    In this study, the development of prospective early childhood teachers' competencies during teacher education is investigated. In detail, early childhood teachers' beliefs about the relevance of competencies, their competence-related self-concept and objective measures of knowledge regarding language and language development were assessed.…

  9. Exploring Climate Science with WV Educators: A Regional Model for Teacher Professional Development

    Science.gov (United States)

    Ruberg, L. F.; Calinger, M.

    2014-12-01

    The National Research Council Framework for K-12 Science Literacy reports that children reared in rural agricultural communities, who experience regular interactions with plants and animals, develop more sophisticated understanding of ecology and biological systems than do urban and suburban children of the same age. West Virginia (WV) is a rural state. The majority of its residents live in communities of fewer than 2,500 people. Based on the features of the population being served and their unique strengths, this presentation focuses on a regional model for teacher professional development that addresses agricultural and energy vulnerabilities and adaptations to climate change in WV. The professional development model outlined shows how to guide teachers to use a problem-based learning approach to introduce climate data and analysis techniques within a scenario context that is locally meaningful. This strategy engages student interest by focusing on regional and community concerns. Climate science standards are emphasized in the Next Generation Science Standards, but WV has not provided its teachers with appropriate instructional resources to meet those standards. The authors addressed this need by offering a series of climate science education workshops followed by online webinars offered to WV science educators free of charge with funding by the West Virginia Space Grant Consortium. The authors report on findings from this series of professional development workshops conducted in partnership with the West Virginia Science Teachers Association. The goal was to enhance grades 5-12 teaching and learning about climate change through problem-based learning. Prior to offering the climate workshops, all WV science educators were asked to complete a short questionnaire. As Figure 1 shows, over 40% of the teacher respondents reported being confident in teaching climate science content. For comparison post workshops surveys measure teacher confidence in climate science

  10. Theoretical Aspects of the Use of Electronic Educational Resources in Professional Activity of Future Teachers of Technology

    OpenAIRE

    Iryna Smyrnova

    2017-01-01

    In this paper, we tried to determine the requirements for ESM, to study theoretical aspects of electronic educational resources in the professional activity of future teachers. The results created by the introduction of our course “Methodology development and use of electronic educational resources” for future teachers of technology ITOS in the process of professional specialty “Technology” in the educational process of higher educational institutions of Ukraine. The article states the rapid ...

  11. STOCHASTIC COMPONENT OF PROFESSIONAL EDUCATION FOR FUTURE MATHEMATICS AND COMPUTER SCIENCE TEACHERS

    OpenAIRE

    S. P. GRUSHEVSKIY; E. V. Knyazeva

    2016-01-01

    The article introduces a context line of practiceoriented educational course that includes such disciplines as “Probability Theory and Mathematical Statistics”, “Mathematical methods in Pedagogical Sciences and Psychology”, “Mathematical methods in Social Studies and Humanities", "Probabilistic Models", for perception of basic concepts of Probability Theory and methods of stochastic modeling in professional education for future teachers of Mathematics and Computer Science. Context line of edu...

  12. SOFTWARE TRAINING AIDS DEVELOPMENT AND IMPLEMENTATION IN PROFESSIONAL PREPARATION PRACTICE OF TECHNOLOGICAL EDUCATION TEACHER

    Directory of Open Access Journals (Sweden)

    Anatoliy G. Gritchenko

    2013-03-01

    Full Text Available The article outlines the theoretical and practical aspects of software training aids development and implementation in professional preparation practice of technological education teacher. The myriad opportunities of new information technologies are described; the characteristic features of modern software training tool (STT are revealed; the main algorithmic structure circuits of training programs construction (linear, cyclic, with hyperlinks, to the labels, which enable the development of STT variety and functionality are given; the methodology of STT creating is described based on the analysis of the technology teacher preparation in HEE content, MITE didactic functions and selection criteria of educational software for this area of specialist’s preparation.

  13. Improving Pre-Service Elementary Teachers' Self-Reported Efficacy for Using the Professional Teacher Standards in Health Education

    Science.gov (United States)

    Clark, Jeffrey K.; Clark, Susan E.; Brey, Rebecca A.

    2014-01-01

    Background: The effectiveness of health education methods courses for pre-service elementary teachers has not been assessed for improving the pre-service elementary teacher's self-efficacy for using the professional teacher standards in health education (PTSHE). Methods: A quasi-experimental design was used to assess pre-service elementary…

  14. Common Pressures, Same Results? Recent Reforms in Professional Standards and Competences in Teacher Education for Secondary Teachers in England, France and Germany

    Science.gov (United States)

    Page, Tina M.

    2015-01-01

    Over the last decade, the introduction of professional standards and competences in initial teacher education for secondary teachers in England, France and Germany has provided the cornerstone of education reform in all three countries. The precise number and specific content of a measurable set of skills for teachers have offered challenges for…

  15. Professional Qualifications of Teachers for English for Primary and Secondary Education--A Brief Comparison between Hong Kong and China

    Science.gov (United States)

    Mak, Barley

    2016-01-01

    Entry to the teaching career in most education systems nowadays is based on academic qualifications and professional credentials. The requirements and trainings for teachers of English vary in different regions and countries. This short review presents the professional preparation of pre-service teachers of English and the English language…

  16. A Comparison of Rural Elementary School Teacher Attitudes toward Three Modes of Distance Education for Science Professional Development

    Science.gov (United States)

    Annetta, Leonard; Shymansky, James A.

    2008-01-01

    Distance education is a significant topic of discussion among faculty at all levels of education. This study produced evidence regarding the attitudes toward three distance education delivery modes for science professional development. The study involved 94 elementary school teachers who were participating in a professional development project.…

  17. Professional choices and teacher identities in the Science Teacher Education Program at EACH/USP

    Science.gov (United States)

    Dominguez, Celi Rodrigues Chaves; Viviani, Luciana Maria; Cazetta, Valéria; Guridi, Verónica Marcela; Faht, Elen Cristina; Pioker, Fabiana Curtopassi; Cubero, Josely

    2015-12-01

    In this article, we present results from a research project in which the main aim was to understand students' decision-making processes in choosing to become a teacher and to make sense of the relationships between this process and the formation of their identity as a teacher. The study was conducted with 39 students from the Science Teacher Education Program (LCN) at the São Paulo University (USP) School of Arts, Sciences, and Humanities (EACH) in Brazil while the students engaged in a supervised practical internship. The data used in this study was collected from narratives written by the students in which they provided their reasons for selecting the LCN program and for choosing a teaching career. The analysis showed several elements contributing to their decision making and the formation of their identities as teachers, including the nature of the undergraduate program, representational models of teaching/teachers, the possibility of being an agent for social transformation, and an affinity toward natural sciences and/or education. Findings from this research offer implications for improvement of the LCN program and suggestions for designing teacher education programs to include actions for improving the teaching career as a life project for new students.

  18. Being a school-based teacher educator: developing pedagogy and identity in facilitating work-based higher education in a professional field

    OpenAIRE

    Boyd, Pete; Tibke, Jon; http://194.81.189.19/ojs/index.php/prhe

    2012-01-01

    Facilitating work-based learning in higher education involves the educator in developing both their pedagogy and their professional identity. A current policy drive in England is towards school-embedded teacher education programmes facilitated by school-based teacher educators. The promoted schemes involve postgraduate student teachers being formally based in schools for the duration of their programme. This work-based approach involves school-based teacher educators who teach school students...

  19. "Professional Development of Higher Education Teachers, - Can Distance Education Make a Difference?"

    OpenAIRE

    Yngve Troye NORDKVELLE,

    2006-01-01

    The paper reviews some of the classical indicators of academic professionalism, and illuminates a historical epoche when research and teaching became separate dimensions of professionalism in higher education. The paper argues that this separation has gone too far and that a new sense of professionalism needs to be invoked in the area of teaching in higher education. It is claimed that this area is challenged by the demands that professors must take part in distance education activities invol...

  20. The invisible work of distributed medical education: exploring the contributions of audiovisual professionals, administrative professionals and faculty teachers.

    Science.gov (United States)

    MacLeod, Anna; Kits, Olga; Mann, Karen; Tummons, Jonathan; Wilson, Keith W

    2017-08-01

    Distributed medical education (DME) is becoming increasingly prevalent. Much of the published literature on DME has focused on the experiences of learners in distributed programs; however, our empirical work leads us to believe that DME changes the context significantly, not only for learners, but also for other important members of the educational community including audiovisual professionals, administrative professionals and faculty teachers. Based on a three-year ethnographic study, we provide a detailed account of how alliances between various workers involved in DME develop to produce and deliver an undergraduate medical curriculum across geographically separate campuses. We explore the question 'What is the work involved in the delivery of a DME program?' and cast a critical gaze on the essential but invisible, and therefore potentially unrecognized and underappreciated, contributions of AV professionals, administrative professionals, and faculty teachers. Our goal is to make visible the complexity of DME, including the essential contributions of these workers. The study was theoretically framed in sociomateriality and conceptually framed in Star and Strauss' notion of articulation work.

  1. The Effect of an MEd Program in Science Education on Teachers' Professional Development: An Israeli Case Study

    Science.gov (United States)

    Trumper, Ricardo; Eldar, Osnat

    2015-01-01

    This study reports the effect of teachers' professional development in a two-year MEd program of High School Science Education, held from October 2010 until March 2012. Twelve out of the 33 teachers enrolled in the program participated in the study. The main research questions were: what are the teachers' perceptions of their own work and teaching…

  2. Professional development for science teachers.

    Science.gov (United States)

    Wilson, Suzanne M

    2013-04-19

    The Next Generation Science Standards will require large-scale professional development (PD) for all science teachers. Existing research on effective teacher PD suggests factors that are associated with substantial changes in teacher knowledge and practice, as well as students' science achievement. But the complexity of the U.S. educational system continues to thwart the search for a straightforward answer to the question of how to support teachers. Interventions that take a systemic approach to reform hold promise for improving PD effectiveness.

  3. Developing Standards for Language Teacher Education Programs in Indonesia: Professionalizing or Losing in Complexity?

    Directory of Open Access Journals (Sweden)

    Luciana Luciana

    2004-01-01

    Full Text Available Setting standards for language teacher education programs, materials, and evaluation sparks some hope in attempts to improve the quality of the programs. Yet, this very fact augmented by my examination of ten language teacher education programs in Java, Bali, and Lampung (FKIP and PGRI triggers a critical look at the idea of standard development. In particular, I would like to explore whether it can lead to a better professionalism or we are just lost in the complexity of the standardization itself. This paper consists of four sections. Departing from an overview of language teacher education programs in Indonesia and the theoretical foundations, some major problems in this area are identified. Following this, the discussion is focused on the idea of standard development for language teacher education programs in Indonesia. Eventually, some suggestions are put forth to highlight the need for establishing coherent curriculum framework bridging the two realms of language teacher education and school milieu as well as providing learners with knowledge base that enables them to cope with complex demands of school settings and more essentially, to act as an agent in the social change process.

  4. The educational problem that MOOCs could solve: professional development for teachers of disadvantaged students

    Directory of Open Access Journals (Sweden)

    Diana Laurillard

    2016-04-01

    Full Text Available The demographics of massive open online course (MOOC analytics show that the great majority of learners are highly qualified professionals, and not, as originally envisaged, the global community of disadvantaged learners who have no access to good higher education. MOOC pedagogy fits well with the combination of instruction and peer community learning found in most professional development. A UNESCO study therefore set out to test the efficacy of an experimental course for teachers who need but do not receive high-quality continuing professional development, as a way of exploiting what MOOCs can do indirectly to serve disadvantaged students. The course was based on case studies around the world of information and communication technology (ICT in primary education and was carried out to contribute to the UNESCO “Education For All” goal. It used a co-learning approach to engage the primary teaching community in exploring ways of using ICT in primary education. Course analytics, forums and participant surveys demonstrated that it worked well. The paper concludes by arguing that this technology has the power to tackle the large-scale educational problem of developing the primary-level teachers needed to meet the goal of universal education.

  5. Professional Development of Higher Education Teachers, Can Distance Education Make a Difference?

    Science.gov (United States)

    Nordkvelle, Yngve Troye

    2006-01-01

    The paper reviews some of the classical indicators of academic professionalism, and illuminates a historical epoche when research and teaching became separate dimensions of professionalism in higher education. The paper argues that this separation has gone too far and that a new sense of professionalism needs to be invoked in the area of teaching…

  6. Professional development as seen by children’s education teachers in a training-research context

    Directory of Open Access Journals (Sweden)

    Marta Regina Brostolin

    2015-07-01

    Full Text Available This article presents part of a broader research developed between July 2010 and October 2013 and proposes an analysis of the professional development of four children’s education teachers participating in a training-research group. The resource used to give support to the reflections was the production of (auto biographical narratives stimulated by mnemonic resources such as photos, films, objects, etc. The analysis reflects their formative journeys and professional development. The fragments analyzed showed the progress of the teachers, from getting to know the school as a space for learning and professional development, remembering moments of initial training, teaching initiation and, later, investing in their career by means of new courses, lato and strictu sensu. The narratives also show that the teachers are aware of their obligation and of the complexity involved in educating a child universally, and of their vulnerability, as well as of the need for constructing their specific professional life that integrates knowledge on childhood in the 21st century.

  7. The Effects of Achieved National Board for Professional Teaching Standards Certification on the Marginality of Physical Education Teachers

    Science.gov (United States)

    Gaudreault, Karen Lux; Woods, Amelia Mays

    2012-01-01

    The purpose of the study was to examine the relationship between achieving The National Board for Professional Teaching Standards certification and feelings of marginality of physical education teachers. Data sources included a focus group interview with 6 National Board Certified Physical Education Teachers (NBCPETs) and individual phone…

  8. Teachers Performing Professionalism

    Directory of Open Access Journals (Sweden)

    Terri Bourke

    2013-10-01

    Full Text Available Faced with the perceived need to redefine education for more economic utilitarian purposes, as well as to encourage compliance with government policies, Australia, like many other Anglophone nations, has engaged in numerous policy shifts resulting in performativity practices becoming commonplace in the educational landscape. A series of interviews with teachers from Queensland, Australia, in which they revealed their experiences of professionalism are examined archaeologically to reveal how they enact their roles in response to this performative agenda. Findings suggest that while there is some acceptance among teachers of the performative discourse, there is increasing resistance, which permits the construction of alternative or counter-discourses to the currently internationally pervasive performative climate.

  9. Chinese Preservice Teachers' Professional Identity Links with Education Program Performance: The Roles of Task Value Belief and Learning Motivations

    National Research Council Canada - National Science Library

    Zhang, Yan; Hawk, Skyler T; Zhang, Xiaohui; Zhao, Hongyu

    2016-01-01

    .... This study explored the professional identity of Chinese preservice teachers, and its links with task value belief, intrinsic learning motivation, extrinsic learning motivation, and performance in the education program...

  10. A Qualitative Case Study Exploring an Early Childhood Educator Professional Development Program Linking Teacher Efficacy, Engagement, and Retention

    Science.gov (United States)

    Guerrant, Lisa Y.

    2016-01-01

    This qualitative study explored the lived experiences of eleven early childhood educators who participated in a professional development program. The study was guided by the central research question, "What are the perceptions of early childhood educators on the professional development program as it relates to teacher efficacy, engagement,…

  11. Teachers' and Education Support Professionals' Perspectives on Bullying and Prevention: Findings From a National Education Association Study.

    Science.gov (United States)

    Bradshaw, Catherine P; Waasdorp, Tracy E; O'Brennan, Lindsey M; Gulemetova, Michaela

    2013-01-01

    Given growing concerns regarding the prevalence and seriousness of bullying, the National Education Association recently drew upon its membership to launch a national study of teachers' and education support professionals' perceptions of bullying, and need for additional training on bullying prevention efforts and school-wide policies. The data were collected from a representative sample of 5,064 National Education Association members (2,163 teachers and 2,901 education support professionals). Analyses indicated that compared to education support professionals, teachers were more likely to witness students being bullied, more likely to view bullying as a significant problem at their school, and were more likely to have students report bullying to them. Teachers were more likely to be involved in bullying policies at their school, yet both groups reported wanting more training related to cyberbullying and bullying related to students' sexual orientation, gender issues, and racial issues. Implications for school psychologists and the development of school-wide bullying prevention efforts are discussed.

  12. Professional Feedback Loop: How Can Practising Teachers’ Reflection Inform English Language Teacher Education?

    Directory of Open Access Journals (Sweden)

    Mona Evelyn Flognfeldt

    2016-04-01

    . The teacher reports were in connection with a year’s further-education course in English, which included a pedagogical development project at their own school. This study provides insights into what aspects of the subject the practising teachers defined as their main instructional challenges in the classroom and what their main learning outcomes were. The data for this article are critical reflections articulated by the teachers at the end of their projects. Based on qualitative content analysis, I identified salient language-pedagogical features and commonalities in the teachers’ conceptualisations of their role and priorities with respect to student learning. This kind of language teacher research can have important implications for the way English is taught in initial teacher education. Relevant teacher cognitions can be channelled back to student teachers to mediate their professional preparation in the teacher education programme and their future work as English teachers. The central language-pedagogical issues identified in their research can be used as analytical and reflective tools for student teachers in their preparation for the complex practicalities of the classroom. Exploring the research that practising teachers have conducted into challenges they identified can help students connect theory with practice as well as contribute to lowering the affective filter of novice teachers. This article ends with a discussion of possible forms that this professional feedback loop can take.Keywords: english language teacher education, professional development, teacher research and development, teacher learning, language pedagogy

  13. The educator professional knowledge: research trends and field of action in teacher training

    Directory of Open Access Journals (Sweden)

    Lila Adriana Castañeda Mosquera

    2015-10-01

    Full Text Available This paper aims at exploring diverse stages in the research on the educator, passing through three specific moments: in the first one, the research focuses on the teacher’s skills; in the second, on the education philosophy, and finally, the knowledge of the educator is analyzed in the third one.  The professional knowledge of teaching diverges from the exercise of a specific discipline; thus, for example, to be a teacher of music is not the same thing as being a musician. From this perspective, two different research approaches on the professional knowledge of the teacher are herein presented: the first one is that of the Research and School Renewal Group (IRES from the University of Seville, while the other comes from the research group Through the Classrooms of Colombia (INVAUCOL, from the Universidad Pedagógica Nacional of Colombia.  After analyzing the panorama about the teacher’s professional knowledge, the article closes by asking some questions and advancing some proposals on the formation of music educators.

  14. Teacher Professionalism: The Wrong Conversation.

    Science.gov (United States)

    Coulter, David; Orme, Liz

    2000-01-01

    Defining teachers as professionals in the same way that doctors or engineers are professionals is reductionist because such definition generally distorts the moral dimensions of teaching by using the wrong language (clients, customers), focusing on limited forms of knowledge, and ignoring the fundamental democratic character of education.…

  15. Professional development of higher education teachers, - can distance education make a difference?

    Directory of Open Access Journals (Sweden)

    Yngve Troye NORDKVELLE,

    2006-01-01

    Full Text Available The paper reviews some of the classical indicators of academic professionalism, and illuminates a historical epoche when research and teaching became separate dimensions of professionalism in higher education. The paper argues that this separation has gone too far and that a new sense of professionalism needs to be invoked in the area of teaching in higher education. It is claimed that this area is challenged by the demands that professors must take part in distance education activities involving the use of information technologies. The particular organisation at any given higher education institution for open and distance education activities have a particular responsibility to develop this professional dimension. Therefore, it has to participate in more profound organisational developmental work together with academics and administration to promote reflection on their teaching, and surpass “ad-hocracy” and “loose-couplings” to become part of a learning organisation.

  16. Professional development of future teacher of physical culture in the light of reformation of higher athletic education in Ukraine.

    Directory of Open Access Journals (Sweden)

    Dragnev Y.V.

    2010-12-01

    Full Text Available In the article professional development of future teacher of physical culture is examined in the light of reformation of higher athletic education in Ukraine. The role of introduction opens up modern informative, pedagogical and acmeological technologies in professional preparation of future teacher of physical culture with the purpose of optimization of their professional development in the conditions of reformation of higher athletic education in Ukraine. Specified that exactly informative modernization of educational process of future teachers of physical culture must be the kernel of modernization of higher athletic education in Ukraine. It is marked that professional development of specialists on a physical culture must take into account new progress of the system of higher athletic education trends.

  17. Providing Effective Professional Development for Teachers through the Lunar Workshops for Educators

    Science.gov (United States)

    Canipe, Marti; Buxner, Sanlyn; Jones, Andrea; Hsu, Brooke; Shaner, Andy; Bleacher, Lora

    2014-11-01

    In order to integrate current scientific discoveries in the classroom, K-12 teachers benefit from professional development and support. The Lunar Workshops for Educators is a series of weeklong workshops for grade 6-9 science teachers focused on lunar science and exploration, sponsored by the Lunar Reconnaissance Orbiter (LRO) and conducted by the LRO Education and Public Outreach (E/PO) Team. The Lunar Workshops for Educators, have provided this professional development for teachers for the last five years. Program evaluation includes pre- and post- content tests and surveys related to classroom practice, daily surveys, and follow-up surveys conducted during the academic year following the summer workshops to assess how the knowledge and skills learned at the workshop are being used in the classroom. The evaluation of the workshop shows that the participants increased their overall knowledge of lunar science and exploration. Additionally, they gained knowledge about student misconceptions related to the Moon and ways to address those misconceptions. The workshops impacted the ways teachers taught about the Moon by providing them with resources to teach about the Moon and increased confidence in teaching about these topics. Participants reported ways that the workshop impacted their teaching practices beyond teaching about the Moon, encouraging them to include more inquiry and other teaching techniques demonstrated in the workshops in their science classes. Overall, the program evaluation has shown the Lunar Workshops for Educators are effective at increasing teachers’ knowledge about the Moon and use of inquiry-based teaching into their classrooms. Additionally, the program supports participant teachers in integrating current scientific discoveries into their classrooms.

  18. Moving Education into the Digital Age: The Contribution of Teachers' Professional Development

    Science.gov (United States)

    Twining, P.; Raffaghelli, J.; Albion, P.; Knezek, D.

    2013-01-01

    This article introduces the main outcomes of discussions at EDUsummIT 2011 by the specific Technical Working Group on Teacher Professional Development (TWG3). The focus was to explore how professional development of teachers may ensure that teachers are better prepared to use information and communication technology (ICT) to promote 21st century…

  19. Professional Identity Development of Teacher Candidates Participating in an Informal Science Education Internship: A focus on drawings as evidence

    Science.gov (United States)

    Katz, Phyllis; McGinnis, J. Randy; Hestness, Emily; Riedinger, Kelly; Marbach-Ad, Gili; Dai, Amy; Pease, Rebecca

    2011-06-01

    This study investigated the professional identity development of teacher candidates participating in an informal afterschool science internship in a formal science teacher preparation programme. We used a qualitative research methodology. Data were collected from the teacher candidates, their informal internship mentors, and the researchers. The data were analysed through an identity development theoretical framework, informed by participants' mental models of science teaching and learning. We learned that the experience in an afterschool informal internship encouraged the teacher candidates to see themselves, and to be seen by others, as enacting key recommendations by science education standards documents, including exhibiting: positive attitudes, sensitivity to diversity, and increasing confidence in facilitating hands-on science participation, inquiry, and collaborative work. Our study provided evidence that the infusion of an informal science education internship in a formal science teacher education programme influenced positively participants' professional identity development as science teachers.

  20. A nonpedagogical teacher education?

    DEFF Research Database (Denmark)

    Kvols, Anja Madsen; Madsen, Peter Hougaard; Beck, Mette Holdsendorf

    2017-01-01

    regarding changes in education – which seem to come from evaluations more than from educational and pedagogical theories (Gruschka, 2011). Moreover, the teacher education has increased its focus on both research-based academic training and professional training at the same time. Our study is double – 1...... characterizes teacher professionalism? (Subject studies? Pedagogical studies? Professional training? Academic studies? Bildung studies? Etc.) - What characterizes ‘pedagogy of teacher education’ (Darling-Hammond, 2006; Loughran, 2008; Zeichner, 2005)?...

  1. Special Education Professional Standards: Which Skills Are Critical to Special Education Teacher Effectiveness?

    Science.gov (United States)

    Woolf, Sara B.

    2013-01-01

    Teacher evaluation has become an increasingly high stakes issue in the field of education as evidenced by its pivotal emphasis in national and local education reform initiatives, funded research, and federal policy levers. In recent years, states have experienced unprecedented pressure to adopt objective performance benchmarks that reflect student…

  2. Impacts of Professional Development in Integrated STEM Education on Teacher Self-Efficacy, Outcome Expectancy, and Stem Career Awareness

    Science.gov (United States)

    Knowles, J. Geoff

    This research analyzed the effects of teacher professional development and lesson implementation in integrated Science, Technology, Engineering, and Math (STEM) on: 1.) Teacher self-efficacy and their confidence to teach specific STEM subjects; 2.) Teaching outcome expectancy beliefs concerning the impact of actions by teachers on student learning; and 3.) Teacher awareness of STEM careers. High school science and technology education teachers participating in the Teachers and Researchers Advancing Integrated Lessons in STEM (TRAILS) project experimental group attended a ten-day summer professional development institute designed to educate teachers in using an integrated STEM education model to implement integrated STEM lessons. The research design utilized a quasi-experimental nonequivalent comparison group design that incorporated an experimental group and an untreated comparison group with both pretest, posttest, and delayed posttest assessments on non-randomized participants. Teacher self-efficacy has been identified as a key factor in effective teaching and student learning, and teacher awareness of STEM careers impacts students as they consider career choices. The T-STEM Survey for teachers was given for the pretest and posttest assessments to measure attitudes and beliefs toward the specific constructs of this study. Significant effects of the TRAILS professional development were found in the teacher group (experimental or comparison) and teacher subject (technology or science) in pretest and posttest scores using cumulative link models for the constructs of teacher self-efficacy and beliefs to teach STEM subjects, teacher outcome expectancy beliefs, and teacher awareness of STEM careers. Effect sizes ranged from small to large varying by construct and assessment time. Highly significant p-values and effect sizes revealed impacts on science teachers were greater when teacher subject groups were analyzed separately.

  3. NASA Education Activity Training (NEAT): Professional Development for Montana K-12 Teachers

    Science.gov (United States)

    Williamson, Kathryn; McKenzie, D.; Des Jardins, A.; Key, J.; Kanode, C.; Willoughby, S.

    2012-05-01

    Piloted during the 2011-2012 academic year, the NASA Education Activity Training (NEAT) teacher workshop program has introduced five solar astronomy and space weather activities to over forty Montana K-12 teachers. Because many Montana schools are geographically isolated (40% of Montana students live more than 50 miles from a city) and/or serve traditionally underrepresented groups (primarily Native Americans), professional development for teachers can be costly and time consuming. However, with funding shared by the Atmospheric Imaging Assembly EPO team and the Montana Space Grant Consortium, graduate student specialists are able to host the two-hour NEAT workshops on-site at the schools free of charge, and participating teachers earn two continuing education credits. Leveraging the existing catalogue of research-based NASA activities, the featured NEAT activities were chosen for their ease-of-use and applicability to Montana science standards. These include three advanced activities for older students, such as a paper plate activity for the June 5th, 2012 Transit of Venus, Kinesthetic Astronomy, and the Herschel Infrared experiment, along with two simpler activities for the younger students, such as Solar Cookies and the Electromagnetic War card game. Feedback surveys show that NEAT workshop participants were interested and engaged in the activities and planned on using the activities in their classrooms. With such positive responses, the NEAT program has been a huge success and can serve as a model for other institutions looking to increase their space public outreach and education.

  4. Narrative Construction of Professional Teacher Identity of Teachers with Dyslexia

    Science.gov (United States)

    Burns, Eila; Bell, Sheena

    2011-01-01

    This paper considers the development of teachers' professional identity in the context of educators that have diverse backgrounds. We elucidate how teachers with dyslexia working in tertiary education use narrative resources to construct and negotiate their professional teacher identities. The analysis of narrative interviews, interpreted within…

  5. Examining of relation between emotional intelligence levels and professional burnout levels of Physical Education Teachers

    Directory of Open Access Journals (Sweden)

    Gamze ADİLOĞULLARI

    2015-03-01

    Full Text Available Aim: In this study, it is aimed to examining the relation between emotional intelligence levels and professional burnout levels of physical education teachers. Material and Methods: Population of the study consists of staff of the Ministry of Education who works at the central district in Mugla and its sample consists of 269 volunteer physical education teachers. The original of this scale is the scale consisting of 12 items which was developed from the 33 item work of Schutte et al., (2006. Answers were graded in terms of 5 point likert. Reliability (Cronbach Alpha=0.82-0.86 of this scale was found high in the research of Chan. Aslan and Ozata (2008 have applied the same scale on health employees and it was found that the questionnaire which was set up in total of 4 dimensions in Chan’s (2004-2006 work was perceived under four dimensions and 12 items as it was in its original as an outcome of the factor analysis. 22 item Maslach Burnout Inventory-MBI, which was developed by Maslach and Jackson (1981, shall be used to evaluate the burnout levels of the participants. Turkish adaptation of MBI was prepared by Ergin (1992 and the validity and reliability work of the scale in teacher sample was first made by Girgin (1995 and Sucuoglu and Kuloglu (1996 separately. Answers were graded in terms of 5 point likert. The statistical applications of the work were carried out in SPSS.15.00 program and percent frequency and t-test for groups of two and One-Way Anova test, correlation (r statistics to compare the groups of more than two were applied. Results: According to analysis results, it is observed that the emotional intelligence levels and profession burnout levels of physical education teachers not significantly vary depending on age, gender, marital status and years of professional experience variable. A negative relation was discovered between emotional intelligence levels and burnout levels of physical education teachers (p<0.01, r=-0

  6. Provide for Student Safety. Second Edition. Module E-5 of Category E--Instructional Management. Professional Teacher Education Module Series

    Science.gov (United States)

    Ohio State Univ., Columbus. National Center for Research in Vocational Education.

    One in a series of 127 performance-based teacher education learning packages focusing on specific professional competencies of vocational teachers, this learning module deals with providing for student safety. It consists of four learning experiences. Covered in the individual learning experiences are the following topics: providing for student…

  7. Guide Student Study. Second Edition. Module C-6 of Category C--Instructional Execution. Professional Teacher Education Module Series.

    Science.gov (United States)

    Ohio State Univ., Columbus. National Center for Research in Vocational Education.

    This module on guiding student study is one of a series of 127 performance-based teacher education learning packages focusing upon specific professional competencies of vocational teachers. Addressed in the three learning experiences included in the module are making student assignments (in-class study assignments, independent study projects, and…

  8. Evaluating Teachers' Self-Perceptions of Their Knowledge and Practice after Participating in an Environmental Education Professional Development Program

    Science.gov (United States)

    Sondergeld, Toni A.; Milner, Andrea R.; Rop, Charles

    2014-01-01

    Building teachers' confidence in their understanding of nature and encouraging the use of field experiences with students are important factors in increasing environmental awareness in students. "A River Runs Through It (ARRT)" is an integrated environmental education professional development program, immersed practicing teachers in…

  9. iPads and Teacher Education: Exploring a 1:1 Initiative in a Professional Development School Partnership

    Science.gov (United States)

    Mourlam, Daniel J.; Montgomery, Sarah E.

    2015-01-01

    This study explores the experiences of elementary education teacher candidates in a Professional Development School Partnership that included a 1:1 iPad initiative. The teacher candidates in the year-long cohort were each given their own iPad to use in their coursework and field experience. Observation, survey, and interview data were collected to…

  10. Perceptions of Special Education Teachers' Professional Learning Experiences in Arkansas

    Science.gov (United States)

    Rose-Greer, Paula

    2017-01-01

    Professional learning is gaining credence as a best practice for staff development. The change in terms from professional training to professional development may be an improvement; however, responding to the needs of the learners to support a teacher's need to learn themselves requires professional "learning" (Easton, 2008). Studies are…

  11. Entrustable professional activities (EPAs) for teachers in medical education: Has the time come?

    Science.gov (United States)

    Dewey, Charlene M; Jonker, Gersten; Ten Cate, Olle; Turner, Teri L

    2017-08-01

    On a daily basis, patients put their trust in the healthcare system for safe and high-quality healthcare. However, what evidence do we have as an educational community that our supervising faculty members are competent to fulfill this responsibility? Few, if any, requirements exist for faculty members to have continuous professional development in the field of medical education. Many faculty "love to teach", however, this love of teaching does not make them competent to teach or assess the competence of trainees whom they supervise. Faculty members who have a significant role as a teacher in the clinical setting should be assessed with regards to their baseline competence in applicable teaching EPAs. When competence is reached, an entrustment decision can be made. Once proficient or expert, a statement of awarded responsibility (STAR) may be granted. The time has come to reach beyond the "standards" of the old adage "see one, do one, teach one" in medical education. In this personal view, the authors outline an argument for and list the potential benefits for teachers, learners, and patients when we assess clinical teachers using EPAs within a competency-based medical education framework.

  12. Seeing Teacher Education Differently through Self-Study of Professional Practice

    Science.gov (United States)

    Forgasz, Rachel

    2017-01-01

    The practicum is an important part of teacher education and has been widely studied from a variety of perspectives, including teacher candidates, associate or cooperating teachers, and supervisors. In this issue of "Studying Teacher Education," each author has written a self-study describing a personal journey of coming to understand…

  13. Importance of the professional competencies of the Primary Teachers in Physical Education expressed by the students

    Directory of Open Access Journals (Sweden)

    Cipriano Romero Cerezo

    2011-01-01

    Full Text Available With this work we have tried to determine which have been the professional competencies Physical Education students valued more for their future professional development. This is a descriptive and transverse study with a population of 439 Physical Education students from three Andalusian universities, Granada, Jaen and Almería. We have used a questionnaire designed to the effect, Questionnaire of Professional Competencies for Physical Education Primary Teacher. The purpose was to obtain information about the importance the students grant to the different types of competencies: transversal, basic and specific. We have used a four-option Likert-scale. The descriptive analysis has allowed us to arrange the most valued competencies and the inferential analysis has made it possible to establish the differences depending on the genre and the course of the students (t student and ANOVA of a factor respectively. The factor most value is the ability to work in groups, to stimulate others, transmit values and set up necessary links between aspects such as physical education and hygiene, body postures and health

  14. Inspiring Climate Education Excellence(ICEE): Developing Elearning professional development modules - secondary science teachers

    Science.gov (United States)

    Kellagher, E.; Buhr, S. M.; Lynds, S. E.; McCaffrey, M. S.; Cires Education Outreach

    2011-12-01

    Inspiring Climate Education Excellence (ICEE) is a NASA-funded project to develop content knowledge and knowledge of effective teaching strategies in climate education among secondary science teachers. ICEE resources are aligned with the Essential Principles of Climate Science. Building upon a needs assessment and face to face workshop, ICEE resources include iTunesU videos, an ICEE 101 resource site with videos and peer-reviewed learning activities, and a moderated online forum. Self-directed modules and an online course are being developed around concepts and topics in which teachers express the most interest and need for instruction. ICEE resources include attention to effective teaching strategies, such as awareness of student misconceptions, strategies for forestalling controversy and advice from master teachers on implementation and curriculum development. The resources are being developed in partnership with GLOBE, and the National Science Digital Library (NSDL) and are informed by the work of the Climate Literacy and Energy Awareness Network (CLEAN) project. ICEE will help to meet the professional development needs of teachers, including those participating in the GLOBE Student Climate Research Campaign.

  15. On Teacher Professional Development: Improving Professional Qualifications and Membership in Professional Teacher Communities

    Science.gov (United States)

    Sobkin, V. S.; Adamchuk, D. V.

    2015-01-01

    The article examines issues related to the professional development of teachers. The presented material is structured according to four main themes: teacher self-assessment of their professional competence; their attitude toward traditional forms of training; their participation in events organized by the educational community and associations;…

  16. Cultivating Sustained Teachers' Professional Learning within a Centralised Education System

    Science.gov (United States)

    Shaari, Imran; Lim, Victor; Hung, David; Kwan, Yew Meng

    2018-01-01

    This study investigates how sustained professional learning for teachers within a centralised system was cultivated. Specifically, the sustained professional learning was initiated by officers from the headquarters (HQ) and involved interested teachers across schools in Singapore. Qualitative instruments were used to collect and analyse the data…

  17. Vocational Teachers in the Face of a Major Educational Reform: Individual Ways of Negotiating Professional Identities

    Science.gov (United States)

    Vahasantanen, Katja; Etelapelto, Anneli

    2009-01-01

    This paper examines how vocational teachers negotiate their professional identity in the context of a major externally imposed curriculum reform. The focus is on the teachers' orientations towards the reform in its initial stage. Sixteen Finnish vocational teachers were interviewed using open-ended narrative interviews. The data were analysed in…

  18. Master Teachers as Professional Developers: Managing Conflicting Versions of Professionalism

    Science.gov (United States)

    Montecinos, Carmen; Pino, Mauricio; Campos-Martinez, Javier; Domínguez, Rosario; Carreño, Claudia

    2014-01-01

    As education's main workforce, teachers have been the target of policies designed to shape and affirm new versions of professionalism. This paper examines this issue as it is exemplified by the Teachers of Teachers Network (TTN), a program developed by Chile's Ministry of Education. As a program designed to identify and reward high quality…

  19. Teacher Reflection among Professional Seminary Faculty in the Seminaries and Institutes Department of the Church Educational System

    Science.gov (United States)

    Gardner, Ryan S.

    2011-01-01

    This qualitative study aimed at exploring and explaining the practices and processes of teacher reflection among a group of professional secondary-level religious educators in the Church Educational System of The Church of Jesus Christ of Latter-day Saints, as well as seeking to understand the perceived impact of those reflective practices on the…

  20. An Enquiry into the Professional Competence of Inclusive Education Teachers in Beijing: Attitudes, Knowledge, Skills, and Agency

    Science.gov (United States)

    Mu, Guanglun Michael; Wang, Yan; Wang, Zhiqiang; Feng, Yajing; Deng, Meng; Liang, Songmei

    2015-01-01

    Attitudes, knowledge, and skills are widely recognised as the three pillars of professional competence of inclusive education teachers. Studies emerging from the Chinese context consider these three pillars important for the practice of Learning in Regular Classrooms--an idiosyncratic Chinese form of inclusive education. Our mixed methods study…

  1. Continuing Professional Development Needs of Teachers in Schools for Competence-Based Vocational Education: A Case Study from The Netherlands

    Science.gov (United States)

    Seezink, Audrey; Poell, Rob F.

    2010-01-01

    Purpose: The purpose of this article is to help schools for vocational education determine teachers' continuing professional development needs associated with implementing competence-based education programs, so that these schools can develop better attuned HR policies. It investigates which elements from the cognitive apprenticeship model and…

  2. Music teacher identity and professionalism

    DEFF Research Database (Denmark)

    Holgersen, Sven-Erik

    2017-01-01

    The present article is concerned with transformative learning and identity formation in student music teachers acting as researchers of a music education practice as part of their MA study programme. More specific, the aim is to discuss how engaging in a research perspective may serve as an eye......-opener for student music teachers and widen their perspective on subject didactics, teaching/learning issues and professional practice....

  3. Developing Mathematical Knowledge for Teaching Teachers: A Model for the Professional Development of Teacher Educators

    Science.gov (United States)

    Superfine, Alison Castro; Li, Wenjuan

    2014-01-01

    What is needed to prepare teachers to effectively teach mathematics has been the subject of considerable debate for at least two decades, with the focus shifting back and forth between the number of mathematics courses that teachers need to the mathematics content that teachers need to know. Building upon previous work related to teacher…

  4. THE FORMATION OF PROFESSIONAL COMPETENCE OF THE TEACHER OF PRESCHOOL EDUCATION IN THE SYSTEM OF ADDITIONAL EDUCATION

    Directory of Open Access Journals (Sweden)

    Galiya H. Vakhitova

    2015-03-01

    Full Text Available The aim of the article is to consider the issues of professional competence formation of the teacher of preschool education in the system of additional education; the necessity of educational space extension of preschool children is proved. Methods. The author relies on the technique of the competency approach to teacher preparation pre-school education, while using both theoretical and empirical research methods. The methods involve the retrospective analysis of research works of Russian scholars on pedagogics and psychology; empirical methods – pedagogical diagnostics on the basis of questioning, analysis of psychopedagogical diagnosis. Results. In the course of pedagogical diagnostics in order to determine whether the content of teacher competence features educational activities in terms of pre-school education it was found that among the most important qualities required of a teacher of preschool education, the respondents allocate humanely-personal and communication skills, functional literacy and reflective skills; majority of respondents found it difficult and/or do not know how to put into practice the polysubjective principle, which is very important at the level of pre-school education. The process of skills formation is described to carry out student teaching on the basis of the proposed principle. It is suggested to put students – the future teachers into the teaching process or real professional work in phases. Scientific novelty and practical significance. The author gives the classification of groups of professional competence indicators of the teacher of preschool education. Ways for the decision of the priority problems defined in Federal State Educational Standard of Pre-school Education (FSES PE in a context of the polysubjective approach are shown; each participant of educational process acts as its active member. The author of article considers additional education as a perspective direction of development of

  5. THE FORMATION OF PROFESSIONAL COMPETENCE OF THE TEACHER OF PRESCHOOL EDUCATION IN THE SYSTEM OF ADDITIONAL EDUCATION

    Directory of Open Access Journals (Sweden)

    Galiya H. Vakhitova

    2015-01-01

    Full Text Available RETRACTED ARTICLEThe aim of the article is to consider the issues of professional competence formation of the teacher of preschool education in the system of additional education; the necessity of educational space extension of preschool children is proved. Methods. The author relies on the technique of the competency approach to teacher preparation pre-school education, while using both theoretical and empirical research methods. The methods involve the retrospective analysis of research works of Russian scholars on pedagogics and psychology; empirical methods – pedagogical diagnostics on the basis of questioning, analysis of psychopedagogical diagnosis. Results. In the course of pedagogical diagnostics in order to determine whether the content of teacher competence features educational activities in terms of pre-school education it was found that among the most important qualities required of a teacher of preschool education, the respondents allocate humanely-personal and communication skills, functional literacy and reflective skills; majority of respondents found it difficult and/or do not know how to put into practice the polysubjective principle, which is very important at the level of pre-school education. The process of skills formation is described to carry out student teaching on the basis of the proposed principle. It is suggested to put students – the future teachers into the teaching process or real professional work in phases. Scientific novelty and practical significance. The author gives the classification of groups of professional competence indicators of the teacher of preschool education. Ways for the decision of the priority problems defined in Federal State Educational Standard of Pre-school Education (FSES PE in a context of the polysubjective approach are shown; each participant of educational process acts as its active member. The author of article considers additional education as a perspective direction of

  6. The Relationship between Psychological Type and Professional Orientation among Technology Education Teachers.

    Science.gov (United States)

    Wicklein, Robert C.; Rojewski, Jay W.

    1995-01-01

    Of secondary school teachers who completed the Keirsey-Bates Temperament Sorter, 136 were in technology education, 110 in industrial arts. Two types were prevalent among industrial arts teachers: Extrovert Sensing Feeling Judging and Introvert Sensing Feeling Judging. Technology education teachers were more Extrovert Intuitive Thinking Judging,…

  7. Barriers to Teacher Motivation for Professional Practice in the Ghana Education Service

    Science.gov (United States)

    Salifu, Inusah

    2014-01-01

    In Ghana, several education initiatives for promoting the quality of education have excluded the issue of teacher motivation. Well-motivated teachers are likely to be more committed to their profession and this could lead to desirable learning outcomes. This research attempted to identity and analyse what teachers in public pre-tertiary schools in…

  8. The professional ethos of teachers

    NARCIS (Netherlands)

    Klaassen, C.A.C.

    2010-01-01

    The pedagogical assignment of the school concerns the general personality development of students, their socio-emotional development, citizenship education and the moral development of students. These aims and claims form an integral part of the professional profile of teachers. In our presentation

  9. Axiological approach in the process of professionally - pedagogical preparation of future teachers of physical education [Aksiologicheskij podkhod v processe professional'no- pedagogicheskoj podgotovki budushchikh uchitelej fizicheskogo vospitaniia

    Directory of Open Access Journals (Sweden)

    Deminskaya L.A.

    2011-11-01

    Full Text Available It is considered humanism principles of the modern system of education based on the axiological approach near pedagogical process. The analysis of publications is conducted on questions of maintenance and realization of axiological approach in the field of trade pedagogical education. It is set that axiological approach in the process of professional-pedagogical preparation of future teachers is oriented to forming of the system of pedagogical values and values of physical education. Such valued orientations answer the requirements of modern teacher of physical education.

  10. E-Coaching, E-Mentoring for Lifelong Professional Development of Teachers within the System of Post-Graduate Pedagogical Education

    National Research Council Canada - National Science Library

    Vasyl KOVALCHUCK; Iryna VOROTNYKOVA

    2017-01-01

    The research considers the readiness of teachers and postgraduate pedagogical educational establishments to use e-coaching and e-mentoring which can provide continuous professional development of teachers...

  11. Exploring a Framework for Professional Development in Curriculum Innovation: Empowering Teachers for Designing Context-Based Chemistry Education

    Science.gov (United States)

    Stolk, Machiel J.; de Jong, Onno; Bulte, Astrid M. W.; Pilot, Albert

    2011-05-01

    Involving teachers in early stages of context-based curriculum innovations requires a professional development programme that actively engages teachers in the design of new context-based units. This study considers the implementation of a teacher professional development framework aiming to investigate processes of professional development. The framework is based on Galperin's theory of the internalisation of actions and it is operationalised into a professional development programme to empower chemistry teachers for designing new context-based units. The programme consists of the teaching of an educative context-based unit, followed by the designing of an outline of a new context-based unit. Six experienced chemistry teachers participated in the instructional meetings and practical teaching in their respective classrooms. Data were obtained from meetings, classroom discussions, and observations. The findings indicated that teachers became only partially empowered for designing a new context-based chemistry unit. Moreover, the process of professional development leading to teachers' empowerment was not carried out as intended. It is concluded that the elaboration of the framework needs improvement. The implications for a new programme are discussed.

  12. Theoretical Aspects of the Use of Electronic Educational Resources in Professional Activity of Future Teachers of Technology

    Directory of Open Access Journals (Sweden)

    Iryna Smyrnova

    2017-06-01

    Full Text Available In this paper, we tried to determine the requirements for ESM, to study theoretical aspects of electronic educational resources in the professional activity of future teachers. The results created by the introduction of our course “Methodology development and use of electronic educational resources” for future teachers of technology ITOS in the process of professional specialty “Technology” in the educational process of higher educational institutions of Ukraine. The article states the rapid development of computer hardware and computer software, IT technologies have an opportunity to significantly develop the field of electronic educational resources. This is due to the emergence of global networks where information technologies have become the second paradigm, which is based on the current understanding of electronic educational resources. We determined that the dynamism inherent in information technology, enabling expectations of new approaches that will change the meaning of electronic educational resources.

  13. Conceptualising a German mathematics education teacher professional development course based on a South African success model

    CSIR Research Space (South Africa)

    Herselman, Marlien

    2017-10-01

    Full Text Available . This TPD course was designed for teaching teachers to use mobile technology to enhance their classroom practice. Through several studies which included Information and Communication Technology (ICT) in education it became obvious, that the teacher cannot...

  14. Problems of Teacher Training under the Two-Level System of Higher Professional Education, (A Roundtable)

    Science.gov (United States)

    Russian Education and Society, 2013

    2013-01-01

    Teacher education programs in Russia need to be redesigned to be suitable for the changes that have occurred in Russian society, and also to equip teachers to help students connect with their local cultures and ethnicities.

  15. Trends in professional development for and collaboration by health education teachers--41 states, 2000-2010.

    Science.gov (United States)

    Brener, Nancy D; McManus, Tim; Wechsler, Howell; Kann, Laura

    2013-10-01

    Professional development (PD) and collaboration help ensure the quality of school health education. The purpose of this study was to examine trends in the percentage of lead health education teachers (LHETs) receiving PD on health topics and collaborating with other school staff on health education activities. This study analyzed representative data from 41 states participating in School Health Profiles surveys between 2000 and 2010. Logistic regression examined linear trends in the percentage of LHETs who received PD on 12 topics and who collaborated on health education activities. Significant increases in the percentage of LHETs receiving PD on nutrition and physical activity and significant decreases in the percentage of LHETs receiving PD on alcohol- and other drug-use prevention and human immunodeficiency virus prevention were seen. Significant increases in the percentage of LHETs who collaborated with physical education staff and nutrition services staff were seen in 29 and 39 states, respectively. Although 10-year increases in PD and collaboration in the areas of nutrition and physical activity are encouraging, PD and collaboration in other topic areas still need improvement. These results will help states target more resources toward PD and collaboration in areas where they have been decreasing. Published 2013. This article is a U.S. Government work and is in the public domain in the USA.

  16. Characteristics of the Identity of Middle School Teachers in Their Professional Education and Performance Trayectory. How, When and with Whom Have They Acquired Their Condition of Teachers?

    Directory of Open Access Journals (Sweden)

    Mariana Cecilia Ojeda

    2008-11-01

    Full Text Available This paperwork describes some characteristics of the identity of teachers of middle education in the process through which they acquire their condition of teachers, the reconstruction of the professional trajectories of four teachers was made through biographical data. The central features considered were the existence of a personal nucleus involved in the conformation of the professional, the temporal and relational process of conformation of the identity, the unique characteristics of their identity: knowledge of a discipline, capacity to transmit it, commitment with the tasks, the knowledge and the people, and the demands towards themselves and others.

  17. ASK Florida; a climate change education professional development program for middle school teachers in Florida

    Science.gov (United States)

    Weihs, R. R.

    2012-12-01

    A series of professional development workshops covering the fundamentals of climate change have been developed and facilitated for two groups of middle school science teachers in three Florida counties. The NASA-supported joint venture between Florida State University's Center for Ocean-Atmospheric Prediction Studies (COAPS) and the University of South Florida's (USF's) Coalition for Science Literacy, ASK Florida, focuses on expanding and deepening teachers' content knowledge of a wide range of climate change topics, connecting local and regional changes to the global picture, and supporting classroom implementation and effective teaching practices. Education experts from USF, climate scientists from COAPS, and Hillsborough county teachers and science coaches coordinated and developed the workshop content, which is based on Florida's Next Generation Sunshine State Standards in science, science curriculum guides for 6th grade, and teacher interest. Several scientists have facilitated activities during the workshop, including professors in meteorology and climatology, research scientists in the field, a NOAA program manager, the state climatologists for Florida, and others. Having these climate scientists present during the workshop provides teachers an opportunity to interact directly with the scientists and gain insight into the climatology field. Additionally, we host an open-forum discussion panel during which teachers can ask the experts about any topics of interest. Activities are designed to enhance the scientific skill level of the teachers. Introductory activities reinforce teachers' abilities to distinguish facts from opinions and to evaluate sources. Other activities provide hands-on experience using actual scientific data from NASA and other agencies. For example, teachers analyze precipitation data to create distributions of Florida rainfall, examine sea level trends at various locations, identify Atlantic hurricane frequencies during the phases of ENSO

  18. Building Community in Triads Involved in Science Teacher Education: An Innovative Professional Development Model

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    Todd Campbell

    2012-05-01

    Full Text Available This article describes a pre-service and in-service science teacher joint professional development pilot project. It is intended to strengthen the community and facilitate professional growth for triad members involved in the professional development of pre-service science teachers. Through a summer workshop and follow-up monthly meetings, this project connected the clinical experiences of the pre-service teachers with the joint professional development of both the pre- and in-service teachers. A mixed-methods research design was used to investigate the impact of this project. Results indicated that this model was successful in aligning with characteristics of effective professional development derived from national standards documents and professional development literature. Additionally, through engaging pre- and in-service teachers in the co-creation of modules, which were subsequently enacted in classrooms, collaborative positioning occurred whereby the pre- and in-service teachers were found more equally sharing and co-negotiating responsibilities in the classroom. This article describes the need for this project and provides an in-depth description of each component of the project enacted, as well as additional findings supportive of its effectiveness.

  19. Teacher Professional Development and Appraisal

    Directory of Open Access Journals (Sweden)

    Kushtarbek Kimshanov

    2016-06-01

    Full Text Available Abstract The paper is based on analysis of international literature on school teacher appraisal and professional development.  Teacher appraisal is a very important area of study, and traditionally it has been quite a contested field as well.  Teachers used to feel tension and anxiety due to unfair teacher appraisal, and they often reacted to teacher appraisal with resentment and nervousness.  Historically, teacher teacher appraisal was aimed to inform the issues and training considerations in education during the decades of the seventies and was establish to exercise greater accountability to maintain a high standard in education. However, eventually the developmental purpose had been emphasized. This paper presents rich literature on teacher appraisal and teacher development concepts. Abstrak Artikel ini berdasarkan analisis literatur internasional pada penilaian guru sekolah dan pengembangan profesional. Penilaian guru merupakan bidang kajian yang sangat penting, dan sudah menjadi bidang kajian yang cukup sering diperdebatkan. Guru kerap merasa tegang dan cemas dikarenakan penilaian guru yang tidak adil, dan mereka sering bereaksi terhadap penilaian guru dengan kekesalan dan gugup. Dalam sejarahnya, penilaian guru bertujuan untuk memberitahukan isu-isu dan pertimbangan pelatihan dalam pendidikan selama dekade tujuh puluhan dan telah dibentuk untuk melatih akuntabilitas yang lebih baik untuk mengatasi standar pendidikan yang tinggi. Namun, akhirnya tujuan pengembangan telah ditekankan. Artikel ini memberikan beragam informasi tentang penilaian guru dan konsep pengembangan guru. How to Cite : Kimshanov, K. Dyikanbaeva, T. (2015. Teacher Professional Development and Appraisal. TARBIYA: Journal Of Education In Muslim Society, 2(2, 146-152. doi:10.15408/tjems.v2i2.2802. Permalink/DOI: http://dx.doi.org/10.15408/tjems.v2i2.2802

  20. PROFESSIONAL PRACTICE SCHOOLS AS A FORM OF SCHOOL-UNIVERSITY PARTNERSHIP IN TEACHER EDUCATION: TOWARDS A SOCIAL JUSTICE AGENDA

    Directory of Open Access Journals (Sweden)

    Maureen Robinson

    2016-06-01

    Full Text Available Twenty years into democracy, South Africa is still struggling to improve the quality of its education system. The identification of schools that can work closely with universities to mentor student teachers has been suggested as one way in which teacher education can contribute to an improved education system. The article outlines research that was conducted to establish the conditions for the establishment of Professional Practice schools, seen as schools that, regardless of resource level, would offer excellent support to student teachers on Teaching Practice. Drawing on activity theory as well as Fraser’s (2008 three dimensional theory of justice, the paper explores the challenges and possibilities of such school-university partnerships as a form of social justice in South Africa. Vision, agency, shared expertise, material conditions and institutional capacity are argued to be key factors of a system-wide approach to enhancing teacher education in the country.

  1. Dancing on Thin Ice: The Journey of Two Male Teacher Candidates Emerging as Professionals within a Teacher Education Dance Program

    Science.gov (United States)

    Kalyn, Brenda; Campbell, Eric; McAvoy, Alekcei; Weimer, Michelle

    2015-01-01

    Teacher candidates entering the world of curricula face the realities of teaching a variety of subjects, some more conceptually foreign than others. One challenging area for teacher candidates, particularly males, is in dance education (Gard, 2008; Kiley, 2010). A teacher's former dance experience, beliefs about who dances and why, personal…

  2. Education practitioners' understanding of professional development ...

    African Journals Online (AJOL)

    The committee of Teacher Education Policy (COTEP) considers the professional development of practitioners as one way to improve the quality of professional practice. An analysis of the literature on professional development in education ...

  3. The Relationship of Secondary Special Education Teachers' Roles and Factors that Lead to Professional Burnout.

    Science.gov (United States)

    Embich, Jeanne L.

    2001-01-01

    A survey of 300 learning disability teachers in middle and high schools found teachers were experiencing high levels of emotional exhaustion, specifically those who team teach with a general educator. Role conflict, role ambiguity, perceived workload, and lack of principal support contributed to the teachers' feelings of emotional exhaustion.…

  4. Finding the Connective Tissue in Teacher Education: Creating New Spaces for Professional Learning to Teach

    Science.gov (United States)

    Hopper, Tim F.; Sanford, Kathy; Fu, Hong

    2016-01-01

    A common concern in teacher education programs is the fragmentation of knowledge between courses that contribute to separation between discipline-focused theoretical knowledge and teachers' practical work in schools. Drawing on reviews on innovative learning spaces in schools and analysis of teacher knowledge, we theorize a conceptualization of…

  5. Teacher Professionalism on the Developing Children Creativier Professionalism on the Developing Children Creativity (Sociology of Education Perspective)Professionalism on the Developing Children Creativity (Sociology of Education Perspective)

    OpenAIRE

    Muslimah, Ummi Nurul

    2009-01-01

    This research is to study the concept of teachers’ professionalism and children creativity also the relation in sociology of educational perspective. This is a library research with a descriptive method. The writer collected the data from the writing sources published about some problems of teacher’s professionalism on the developing children creativity. Then, analyzing the thinking of every ideology and philosophy described clearly and completely, so the similarity and differences can be tre...

  6. Analysis of preparation of future trainer-teacher to professional activity in higher educational establishments

    Directory of Open Access Journals (Sweden)

    Svatyev A.V.

    2010-11-01

    Full Text Available The system of pedagogical, didactic and psychological procedures of co-operation of teacher and students is considered. Questionnaires are conducted with participation of 408 students. The ways of perfection of process of preparation of future trainer-teacher are certain to professional activity. Directions optimization of the process of professional preparation of specialists are indicated. It is set that the terms of high-quality preparation must be directing effort specialists on forming and development for students professionally important knowledge, abilities, skills, qualities.

  7. A Common Language? The Use of Teaching Standards in the Assessment of Professional Experience: Teacher Education Students' Perceptions

    Science.gov (United States)

    Loughland, Tony; Ellis, Neville

    2016-01-01

    There is a strong critique of the reductionist, technical and instrumentalist impacts of the Australian Professional Standards for Teachers from critical policy researchers in education. At the same time, advocates of the standards espouse their potential as providing a common language of teaching. We argue that both views are based on logical…

  8. Professional Training of Future Teachers in Foreign Countries in Terms of Intercultural Interaction of Educational Space Objects

    Science.gov (United States)

    Desyatov, Tymofiy

    2015-01-01

    The problem of professional training of teachers in foreign countries in terms of intercultural interaction of educational space objects has been studied in the paper. It has been stated that the current stage of human civilization development which is defined as the transition to a knowledge society, is characterized by qualitatively new…

  9. Effects of the Professional Development Program on Turkish Teachers: Technology Integration along with Attitude towards ICT in Education

    Science.gov (United States)

    Uslu, Oner; Bumen, Nilay T.

    2012-01-01

    The purpose of this study is to analyze the impact of the professional development (PD) program on technology integration (TI) besides attitudes towards ICT in education of Turkish teachers. This study demonstrates the outcomes of one group pre-test and post-test design based on data, collected before, just after and six weeks after the PD…

  10. What EFL Student Teachers Think about Their Professional Preparation: Evaluation of an English Language Teacher Education Programme in Spain

    Science.gov (United States)

    Martinez Agudo, Juan de Dios

    2017-01-01

    Given the importance of programme evaluation in the EFL teacher education, this research paper of exploratory-interpretive nature mainly focuses on both strengths and weaknesses identified through the analysis and/or critical evaluation of an EFL teacher education programme carried out in Spain. Both quantitative and qualitative research…

  11. The Contribution of Educational Research to Teachers' Professional Learning: Philosophical Understandings

    Science.gov (United States)

    Winch, Christopher; Oancea, Alis; Orchard, Janet

    2015-01-01

    In this paper, we argue from principle that teacher education must enable a positive relationship between educational research and teaching knowledge and practice. We discuss two popular conceptions of good teaching, which conceive of the teacher as craft worker and as executive technician, and suggest that, while each of these aspects of knowing…

  12. Establishing Professional Identity: Narrative as Curriculum for Pre-Service Teacher Education

    Science.gov (United States)

    Hooley, Neil

    2007-01-01

    It is unclear to what extent Australian teachers over recent years have resisted the impact of globalisation, marketisation and commodification on education generally and their daily work in classrooms specifically. Do teachers still see education as a public good, of personal and democratic importance in its own right regardless of the…

  13. Technology and Early Childhood Education: A Technology Integration Professional Development Model for Practicing Teachers

    Science.gov (United States)

    Keengwe, Jared; Onchwari, Grace

    2009-01-01

    Despite the promise of technology in education, many practicing teachers are faced with multiple challenges of effectively integrating technology into their classroom instruction. Additionally, teachers who are successful incorporating educational technology into their instruction recognize that although technology tools have the potential to help…

  14. Self-study research and the development of teacher educators' professional identities

    NARCIS (Netherlands)

    Lunenberg, M.L.; Korthagen, F.A.J.; Zwart, R.C.

    2011-01-01

    This article presents the results of a study on the project 'Teacher Educators Study Their Own Practices'. Nine teacher educators participated and conducted a self-study into their own practices. The leading question of this article is whether their self-studies contributed to the development of

  15. Organizing physics teacher professional education around productive habit development: A way to meet reform challenges

    Science.gov (United States)

    Etkina, Eugenia; Gregorcic, Bor; Vokos, Stamatis

    2017-06-01

    Extant literature on teacher preparation suggests that preservice teachers learn best when they are immersed in a community that allows them to develop dispositions, knowledge, and practical skills and share with the community a strong vision of what good teaching entails. However, even if the requisite dispositions, knowledge, and skills in pursuing the shared vision of good teaching are developed, the professional demands on a teacher's time are so great out of, and so complex during class time that if every decision requires multiple considerations and deliberations with oneself, the productive decisions might not materialize. We argue that the link between intentional decision making and actual teaching practice are teacher's habits (spontaneous responses to situational cues). Teachers unavoidably develop habits with practical experience and under the influence of knowledge and belief structures that in many ways condition the responses of teachers in their practical work. To steer new teachers away from developing unproductive habits directed towards "survival" instead of student learning, we propose that teacher preparation programs (e.g., in physics) strive to develop in preservice teachers strong habits of mind and practice that will serve as an underlying support structure for beginning teachers. We provide examples of physics teacher habits that are to be developed during the program, propose mechanisms for the development of such habits, and outline possible future research agendas around habits.

  16. Practical Recommendations to Improve the Quality of Training and Methodical Support of Professional Teacher Education

    Science.gov (United States)

    Grebennikov, Valery V.; Grudtsina, Ludmila Yu.; Marchuk, Nikolay N.; Sangadgiev, Badma V.; Kudyashev, Nail K.

    2016-01-01

    The research urgency is caused by the transition to the knowledge society and new demands for training and methodical provision of professional pedagogical education. The purpose of this paper is to develop practical recommendations to improve the quality of training and methodical support of professional pedagogical education. The leading…

  17. Autobiographical Reflections for Teacher Professional Learning

    Science.gov (United States)

    Choi, Tat Heung

    2013-01-01

    This article is based on the principle that teacher development is a life-long process when seeking to develop professional competencies. With the changing views of teacher education as background, the benefits to teachers associated with practice-oriented knowledge are predicated on a measure of empowerment through narration, self-expression and…

  18. After-school music educational activities as a part of professional training of future teacher

    Directory of Open Access Journals (Sweden)

    Iryna Lypa

    2017-03-01

    Full Text Available The article deals with the problem of preparing students for extracurricular musical andeducational activities in secondary school and highlighted ways of combining music andperformance and outreach for individual classes of musical subjects analyzed featuresbetween teachers and students in the development plan and the educational content of themusic and creative project.Key words: musical and educational activities, educational and creative musical project,tutoring, teacher-student collaboration.

  19. Teachers as Intellectuals and Advocates: Professional Development for Bilingual Education Teachers

    Science.gov (United States)

    Tellez, Kip; Varghese, Manka

    2013-01-01

    Bilingual education continues to be one of the most controversial educational programs worldwide. In several US states, it has even been put to a vote in general elections. Internationally, nations that have long promoted multilingualism are debating whether the languages of new, working-class immigrants deserve to be taught in schools.…

  20. Teachers' Practice a Decade After an Extensive Professional Development Program in Science Education

    Science.gov (United States)

    Furman Shaharabani, Yael; Tal, Tali

    2017-10-01

    Science teachers are expected to teach in innovative ways that are different from their long experience as students. Professional development programs are planned to help teachers' development, yet, there is little knowledge of the long-term effects of professional development programs (PDPs), and especially on actual practice. The purpose of this study is to gain a long-term perspective of the ways in which the process and outcomes of a reform-oriented, extended PDP are expressed in science teachers' practice. Data sources included interviews and documents. The study presents four case studies of the practices of junior high school science teachers (grades 7-9) in Israel, with respect to a past PDP in which they took part a decade ago. The cases are presented in pairs of a leader and a follower. Each case details the teacher's work context, sustained implementation, coherence of tools and approaches, and adaptations. All four teachers shared the view that scientific skills are important to their students as learners in a changing world. All four teachers adopted one or two major approaches, which were the PDP's main focus. In addition, the two leaders adopted two more approaches. The teachers were still using many strategies associated with the major foci of the PDP. The level of enactment and modifications of the strategies varied. Usability of innovations is discussed in relation to the teachers' context. We suggest that science teachers' professional development include the ability to adapt the innovation to their teaching context in order to sustain the changes for a long period of time.

  1. The meanings that offer kindergarten to third grade teachers in relation to the scientific education and the professional development

    Science.gov (United States)

    Clark Mora, Linda

    2008-10-01

    The purpose of this study was to investigate the meanings science teachers in elementary level (kindergarten to third grade) provided concerning their educational practices and theoretical models of teaching and learning in the scientific education. Was examined the pedagogical value that offered the participants of their professional development while exploring their meanings in relation to the educational task. Likewise, it had the purpose of identifying those characteristics that permeate a professional development program that attends the needs of each participant and promotes the transformation of effective educational practices for the benefits of themselves and of their students. This was a qualitative study with a phenomenological focus in order to obtain the multiple perspectives of the participants about their experiences in the science teaching. The information was compiled using the techniques of the questionnaire, the interview, the reflexive journal, the focal group and field notes of the researcher. Strauss and Corbin's (1998) Grounded theory was used for the analysis of the information compiled. This method facilitated the discovery of the theory that arose from the interconnection among the information, its analysis, and the existing educational theory. Base on the findings, the conclusions and recommendations were presented to public and private educational institutions, to the systems of support of the Department of Education of Puerto Rico and its trainers in order to allow establishment of structures and institutional processes with will promote the professional growth of sciences teachers, and therefore will have the beneficial impact on the academic achievement of the student. Besides, the study serves as a stimulus in favor of future educational research programs. This, in order to promote combined efforts in understanding the educational task of the sciences teacher of Puerto Rico and enabling the elaboration of programs, activities and

  2. IN THE PROFESSIONAL-PEDAGOGICAL TRAINING OF THE STUDENTS, FUTURE TEACHERS OF PHYSICAL EDUCATION AND SPORT

    Directory of Open Access Journals (Sweden)

    Sanda Toma Urichianu

    2009-12-01

    Full Text Available This research is meant to bring experimental arguments in favor of the curriculum module for the „Ecologic tourism” subject in the physical education and sport faculties and in favor of the creation of a specific information stock regarding the ecotourism for the use of the faculties of this type.The researches pointed out that generally the ecologic type tourism activities are not treated with the necessary attention as there is not any concrete syllabus for the ecologic tourism subject.The performed researches outcomes have been used for the creation of the ecologic tourism experimental syllabus template. The syllabus design started from the definition of the syllabus general goal, „thenatural ecosystems revaluation and protection by means of the ecologic tourism (sport activities”; three main categories of objectives resulted from this goal, in the healthcare, pedagogical-professional training and ecology directions.The syllabus was based on the education specific means, according to the proposed methods whose structure and contents had observed the actual demands of planning and programming in conformity with theacademic curriculum theory and methodology.The outcomes of this research can serve both as a reference point for future researches carrying out and as a practical-methodological template for the teachers and students involved in ecotourism activities

  3. Chinese Preservice Teachers' Professional Identity Links with Education Program Performance: The Roles of Task Value Belief and Learning Motivations.

    Science.gov (United States)

    Zhang, Yan; Hawk, Skyler T; Zhang, Xiaohui; Zhao, Hongyu

    2016-01-01

    Professional identity is a key issue spanning the entirety of teachers' career development. Despite the abundance of existing research examining professional identity, its link with occupation-related behavior at the primary career stage (i.e., GPA in preservice education) and the potential process that underlies this association is still not fully understood. This study explored the professional identity of Chinese preservice teachers, and its links with task value belief, intrinsic learning motivation, extrinsic learning motivation, and performance in the education program. Grade-point average (GPA) of courses (both subject and pedagogy courses) was examined as an indicator of performance, and questionnaires were used to measure the remaining variables. Data from 606 preservice teachers in the first 3 years of a teacher-training program indicated that: (1) variables in this research were all significantly correlated with each other, except the correlation between intrinsic learning motivation and program performance; (2) professional identity was positively linked to task value belief, intrinsic and extrinsic learning motivations, and program performance in a structural equation model (SEM); (3) task value belief was positively linked to intrinsic and extrinsic learning motivation; (4) higher extrinsic (but not intrinsic) learning motivation was associated with increased program performance; and (5) task value belief and extrinsic learning motivation were significant mediators in the model.

  4. CLIL Teacher Professional Development for Content Teachers in Thailand

    Directory of Open Access Journals (Sweden)

    Punwalai Kewara

    2018-01-01

    Full Text Available In Thailand, the new educational policy is mandated to encourage content teachers to integrate English in content classrooms. The policy has created tensions and misconceptions among content teachers, who must change the medium of instruction from Thai to English. This paper presents an attempt to foster teacher knowledge about the Content and Language Integrated Learning (CLIL approach in a teacher professional development program. Classroom language in English and CLIL classroom structure were provided for 15 teachers at a secondary school. Four volunteer teachers were observed to determine the extent to which teachers implemented CLIL. The findings revealed the teachers partly implemented classroom language in English and the provided CLIL structure was not evident. The contribution of this paper is to the literature of CLIL teacher professional development effectiveness and the implementation fidelity of a professional development program.

  5. Transformation and Framework of Teacher Professional Development in Taiwan

    Science.gov (United States)

    Huang, Bo-Ruey

    2016-01-01

    This article describes the situation of teacher professional development in Taiwan, including the history and the framework of teacher professional development. With diversification of teacher education systems and institutions, teacher professional development in Taiwan is undergoing a gradual governance shift from the model of centralised state…

  6. Revisiting Professional Teacher Standards

    Science.gov (United States)

    Watson, Amanda

    2016-01-01

    The Australian Society for Music Education's (ASME) involvement in the development of professional standards for music educators was a significant and active research time in the history of the Society. As ASME celebrates its golden jubilee, it is appropriate to revisit that history and consider the future prospects of subject-specific standards.…

  7. Professional Development Programs for Teachers of English

    Directory of Open Access Journals (Sweden)

    Singgih Widodo

    2016-02-01

    Full Text Available Well-planned programs based on the needs for professional development of teachers are strongly needed to enhance the teaching-staff improvement.The impact of teacher improvement will effect the students learning and school achievement. This paper aims at raising awareness of English teachers to upgrade themselves as autonomous learners as well as researchers and broaden their horizon for stepping the ladder-career of their profession. For that purpose, a survey as reported here aimed to identify the needs of individual English teachers and the preferred programs for professional development. The findings indicated that the 36 teachers involved needed teacher training, teacher association, teacher materials, continuing education, and interschool visit and that teacher training was the most well known program among teachers.

  8. So Many Worlds, so Much to Do: Identifying Barriers to Engagement with Continued Professional Development for Teachers in the Further Education and Training Sector

    Science.gov (United States)

    Broad, Janet Hamilton

    2015-01-01

    Between 2008 and 2012, teachers in the further education (FE) sector were required by legislation to engage with 30 hours (pro rata) of continued professional development (CPD), and this is reflective of the ways in which, historically, policy interest in FE teachers' professional development has waxed and waned. Situated within this historical…

  9. What Do Professional Learning Policies Say about Purposes of Teacher Education?

    Science.gov (United States)

    Kennedy, Aileen

    2015-01-01

    Enhancing teacher learning is acknowledged globally as a key route to improving student outcomes, thereby contributing to nation states' economic competitiveness. This globally accepted policy "hypernarrative" is driving reform of teacher education policy internationally. This article seeks to analyse some key features of contemporary…

  10. Organizing physics teacher professional education around productive habit development: A way to meet reform challenges

    Directory of Open Access Journals (Sweden)

    Eugenia Etkina

    2017-01-01

    Full Text Available Extant literature on teacher preparation suggests that preservice teachers learn best when they are immersed in a community that allows them to develop dispositions, knowledge, and practical skills and share with the community a strong vision of what good teaching entails. However, even if the requisite dispositions, knowledge, and skills in pursuing the shared vision of good teaching are developed, the professional demands on a teacher’s time are so great out of, and so complex during class time that if every decision requires multiple considerations and deliberations with oneself, the productive decisions might not materialize. We argue that the link between intentional decision making and actual teaching practice are teacher’s habits (spontaneous responses to situational cues. Teachers unavoidably develop habits with practical experience and under the influence of knowledge and belief structures that in many ways condition the responses of teachers in their practical work. To steer new teachers away from developing unproductive habits directed towards “survival” instead of student learning, we propose that teacher preparation programs (e.g., in physics strive to develop in preservice teachers strong habits of mind and practice that will serve as an underlying support structure for beginning teachers. We provide examples of physics teacher habits that are to be developed during the program, propose mechanisms for the development of such habits, and outline possible future research agendas around habits.

  11. Vocational Teachers and Professionalism

    DEFF Research Database (Denmark)

    Andreasen, Karen Egedal; Duch, Henriette

    Several theorists has developed models to illustrate the processes of adult learning and professional development (e.g. Illeris, Argyris, Engeström; Wahlgren & Aarkorg, Kolb and Wenger). Models can sometimes be criticized for reducing reality and for lacking details, but they can also serve the p......, vocational teacher-training course in Denmark. By offering a basis and concepts for analysis of practice such model is meant to support the development of vocational teachers’ professionalism at courses and in organizational contexts in general....... as other contextual factors. Our concern is adult vocational teachers attending a pedagogical course and teaching at vocational colleges. The aim of the paper is to discuss different models and develop a model concerning teachers at vocational colleges based on empirical data in a specific context......Several theorists has developed models to illustrate the processes of adult learning and professional development (e.g. Illeris, Argyris, Engeström; Wahlgren & Aarkorg, Kolb and Wenger). Models can sometimes be criticized for reducing reality and for lacking details, but they can also serve...

  12. Strategies for a professional development programme: empowering teachers for context-based chemistry education.

    NARCIS (Netherlands)

    Stolk, M.; Bulte, A.M.W.|info:eu-repo/dai/nl/115689001; de Jong, O.|info:eu-repo/dai/nl/074847880; Pilot, A.|info:eu-repo/dai/nl/068350880

    2009-01-01

    The aim of this study is to understand the design of professional development programmes in teacher-based and context-based chemistry curriculum innovations. Firstly, the goals of these programmes are discussed and related to the concept of empowerment. Next, in a selection of empirical studies,

  13. Teachers Know Best: Teachers' Views on Professional Development

    Science.gov (United States)

    Bill & Melinda Gates Foundation, 2014

    2014-01-01

    To gain insights into the roadblocks to implementing effective professional development, the Bill & Melinda Gates Foundation contracted with the Boston Consulting Group in 2014 to reach more than 1,300 teachers, professional development leaders in district and state education agencies, principals, professional development providers, and…

  14. Barriers influencing implementation of the National Science Education Standards by middle school teachers engaged in collaborative professional development

    Science.gov (United States)

    Johnson, Carla Cunnagin

    This study focused on implementation of the National Science Education Standards by middle school science teachers. Science teachers from two suburban middle schools who engaged in structured collaborative professional development over a period of two years were participants in the study. A review of the current literature in this field indicated a need for further research on sustained, collaborative professional development (Loucks-Horsley, Hewson, Love & Stiles, 1998; Supovitz & Turner, 2000). Previous findings indicated teachers implementing curricular reform encounter barriers and/or dilemmas when implementing the new instructional strategies into their teaching practices (Anderson, 1996). This study sought to find out what technical, political and cultural barriers teachers encounter when implementing standards-based instruction and how those barriers impacted implementation. There were twelve participants in this mixed methods study. A stratified random sample of a high, medium and low implementer of standards-based instruction, based upon their self-reported use in a teacher questionnaire, were selected at each of the two middle schools. Detailed classroom observations were conducted using the Local Systemic Change Classroom Observation Protocol (Horizon Research, 2002) identifying their level of use of standards-based instruction. All twelve teachers were interviewed regarding their instructional practices and possible barriers they encountered to implementation. Findings in this study indicated that as the number of technical, political or cultural barriers increased, implementation of standards-based instruction decreased. Cultural dimension categories such as existing teacher beliefs about instruction and how students learn science, as well as the belief that standards-based instruction is not aligned with state assessments were barriers for teachers in this study. In addition, if a teacher had a high barrier in a cultural category, they also were one

  15. Develop a Course of Study. Module A-8 of Category A--Program Planning, Development, and Evaluation. Professional Teacher Education Module Series. Second Edition.

    Science.gov (United States)

    Ohio State Univ., Columbus. National Center for Research in Vocational Education.

    This learning module is one in a series of 127 performance-based teacher education learning packages focusing upon professional competencies of vocational teachers. The module consists of three learning experiences designed to (1) help prospective teachers gain an understanding of the purposes and basic components of a course of study, (2)…

  16. Teacher Research as Professional Development for P-12 Music Teachers

    Science.gov (United States)

    Conway, Colleen; Edgar, Scott; Hansen, Erin; Palmer, C. Michael

    2014-01-01

    The purpose of this study was to examine the experiences of seven music educators who conducted teacher research in their classrooms and to document whether the teachers and the local school district considered the project as professional development. Research questions included: (1) How do these music educators describe the experience of planning…

  17. A nonpedagogical teacher education?

    DEFF Research Database (Denmark)

    Kvols, Anja Madsen; Madsen, Peter Hougaard; Beck, Mette Holdsendorf

    of the students and thereby it seems to contribute to a change of this pedagogical an educational paradigm. In 2013 Danish teacher education was latest reformed into a model of performance assessment and a general focus on learning outcomes. Increased attention paid to output and assessment raises issues...... regarding changes in education – which seem to come from evaluations more than from educational and pedagogical theories (Gruschka, 2011). Moreover, the teacher education has increased its focus on both research-based academic training and professional training at the same time. Our study is double – 1...... characterizes teacher professionalism? (Subject studies? Pedagogical studies? Professional training? Academic studies? Bildung studies? Etc.) - What characterizes ‘pedagogy of teacher education’ (Darling-Hammond, 2006; Loughran, 2008; Zeichner, 2005)?...

  18. Medical Students' Professional Development as Educators Revealed Through Reflections on Their Teaching Following a Students-as-Teachers Course.

    Science.gov (United States)

    Yoon, Michelle H; Blatt, Benjamin C; Greenberg, Larrie W

    2017-01-01

    Phenomenon: Teaching is an important part of the tri-partite mission of every medical center. Although teaching often is given lower priority and recognition as opposed to patient care and/or research, this activity for many physicians in academic medicine ranks second to their patient care responsibilities. Medical teacher training has traditionally been aimed at faculty and residents through faculty development initiatives, continuing education for physicians at professional conferences, formalized degree or certificate programs in education, and residents as teachers programs. More recently medical schools have developed medical-students-as-teachers programs, often offered as 4th-year electives, to introduce learners to the theory of teaching and learning with appropriate application in the clinical setting. Data on learner outcomes and students' perceptions and experiences in these programs consist mostly of their satisfaction after completing such a program. In this article we explore 4th-year medical student trainees' experiences and emerging self-concepts as educators during a teaching elective. The purpose of this project was to explore students' reflections on their experiences in a 4th-year medical students-as-teachers course in their own words through their written self-assessment narratives. We used qualitative content analysis to examine 96 trainees' self-reported, written reflective narratives of how they translated their students-as-teachers course experience into application by applying newly learned educational theories, instructional strategies, and feedback skills while teaching novice peers physical diagnosis skills. Narratives revealed candid self-assessments and detailed descriptions of their experiences and what they valued most from the course. Content analysis revealed nine key themes: using teaching strategies for adult learning, preparing for class, modeling professionalism, incorporating clinical correlations, exceeding course

  19. Structural-Functional Model of Designing Individual Educational Path of Teacher's Professional Development in Conditions of Information Educational Environment

    Science.gov (United States)

    Sharifzyanova, Kadriya Sh.; Shtreter, Juliya N.; Nauryzbayeva, Rahat N.

    2015-01-01

    Actuality of studied problem is due to constant modernization of teacher's professional development which depends on many factors and conditions aimed at identifying the reserve possibilities of professional qualified and competitive specialist. In this context, this article aims to develop structure the content of structural-functional model of…

  20. PROFESSIONAL DEVELOPMENT OF TEACHERS IN THE FIELD OF INCLUSIVE EDUCATION IN SCHOOL (THE EXPERIENCE OF RUSSIA AND BULGARIA

    Directory of Open Access Journals (Sweden)

    Iglika A. Angelova

    2016-01-01

    Full Text Available The aim of the investigation is to discuss the problems connected with a current state of inclusive education in Russia and Bulgaria.Methods. Experience, positive and negative tendencies in the field of inclusive education of the Russian and Bulgarian systems of training and education are analysed and generalized.Results and scientific novelty. Creating conditions for quality education for all children regardless of the characteristics of their health is a social guarantee of any post-industrial country. Access to quality education for children with disabilities is a target of nowadays reforms of the Russian and Bulgarian education in the context of globalization: Bulgaria’s accession to the European Union and activity of Russia as an independent state on the international education arena.Adverse conditions of inclusive education in the two countries complicate establishing and implementation of public policies for the development of inclusive education. However, objective data about teachers’ readiness for the implementation of inclusive education and public debate around this issue stimulates a better understanding of the principles on which the activities of the teacher, directed at the education of children with disabilities.The principles providing a basis for developing professional teacher competencies in the field of inclusive education are presented in the article. The importance of complex solution to the problem is highlighted: involvement of an administrative resource, realization of the social mechanism of a special type of mutual aid (tutoring, formation in the organization and society of culture of the attitude towards people with peculiarities of health. Everything listed has to be supported by the state measures, including the motivation of teachers to development in a profession and obtaining special professional competences.Practical significance. The research findings can be useful for correction of pedagogical activity

  1. Teacher Professional Development: International Perspectives and Approaches

    OpenAIRE

    Alfredo Bautista; Rosario Ortega-Ruíz

    2015-01-01

    Nations around the world are currently embarked in deep reforms of their education systems. There is widespread agreement among policymakers, scholars, and educators that one of the keys for success during these reforms is promoting the professional development (PD) of in-service teachers. Every year, governments invest astronomical amounts of money on teacher continuous learning. However, the literature shows that much of the PD offered to teachers is inefficient, having small or no effect o...

  2. Special Education Professional Standards: How Important Are They in the Context of Teacher Performance Evaluation?

    Science.gov (United States)

    Woolf, Sara B.

    2015-01-01

    Teacher performance evaluation represents a high stakes issue as evidenced by its pivotal emphasis in national and local education reform initiatives and federal policy levers. National, state, and local education leaders continue to experience unprecedented pressure to adopt standardized benchmarks to reflect and link student achievement data to…

  3. Inbound, Outbound or Peripheral: The Impact of Discourses of "Organisational" Professionalism on Becoming a Teacher in English Further Education

    Science.gov (United States)

    Bathmaker, Ann-Marie; Avis, James

    2013-01-01

    This article explores constructions of teacher identities at a time of significant changes to public service professionalism. The article draws on different discourses of professionalism, contrasting "organisational" and "occupational" professionalism, with discourses of "personal" and "critical"…

  4. Teacher Education and Professional Development: 10 Years of ICT Integration and What?

    Directory of Open Access Journals (Sweden)

    Thérèse Laferrière

    2008-05-01

    Full Text Available This paper reports on designs for effective uses of ICTs in teaching and learning in teaching education. Applying Engeström’s schema (1987 at three different levels of use of the computer as a cultural tool, three sociocultural accounts, each one reflecting a different design activity for the betterment of teacher learning environments, were constructed. For each, clusters of interactions at the university-school partnership, networked classroom, and virtual collaborative space levels are described. As the history of each activity is presented, key features of the designed learning environments stand out, and trajectories of student teachers, teachers, and schools are highlighted.

  5. Professional Development Design Considerations in Climate Change Education: Teacher Enactment and Student Learning

    Science.gov (United States)

    Drewes, Andrea; Henderson, Joseph; Mouza, Chrystalla

    2018-01-01

    Climate change is one of the most pressing challenges facing society, and climate change educational models are emerging in response. This study investigates the implementation and enactment of a climate change professional development (PD) model for science educators and its impact on student learning. Using an intrinsic case study methodology,…

  6. Using resources of public health centers for education and professional societies to incorporate homeland security topics into public teacher continuing education.

    Science.gov (United States)

    McCarthy, Margaret E

    2003-08-01

    The Department of Education, the Association of Schools of Public Health, and national professional societies dedicated to teaching and dissemination of information for health and education in the public sector can form a clearinghouse on information and manpower on Homeland Security by affiliation with Centers for Public Health Preparedness (CPHP). The state licensed or regional societies can contribute further information and guidelines. In the HPS the Science Teacher Workshop (STW) and Public Education (PEC) Committees can assist a CPHP on radiation issues.

  7. E-Coaching, E-Mentoring for Lifelong Professional Development of Teachers within the System of Post-Graduate Pedagogical Education

    Directory of Open Access Journals (Sweden)

    Vasyl KOVALCHUCK

    2017-07-01

    Full Text Available The research considers the readiness of teachers and postgraduate pedagogical educational establishments to use e-coaching and e-mentoring which can provide continuous professional development of teachers. The use of theoretical methods of systematization and comparison of scientific statements, experience in implementing e-coaching, e-mentoring has identified the possibility of using e-coaching and e-mentoring in postgraduate pedagogical education in continuous professional development of teachers. Monitoring and questioning have proved the idea that teachers require the new content of postgraduate education for their own professional development. They are interested in mastering new technologies, delivering master-classes and demonstration lessons. The results of the discussion in focus groups including representatives of the administration of educational establishments, teachers and lecturers of postgraduate pedagogical educational establishments are shown in the SWOT-analysis. The experts confirmed the need and possibility of the e-coaching and e-mentoring implementation in postgraduate pedagogical education. The major risks of e-coaching and e-mentoring implementation in postgraduate pedagogical education are e-coaches’ and e-mentors’ training and ICT competence. The Internet services, e-coaching and e-mentoring applications and programs are able to provide continuous professional development of teachers. The educational and professional e-coaching and e-mentoring programs require further studying in postgraduate pedagogical education.

  8. Making Better Multicultural and Social Justice Teacher Educators: A Qualitative Analysis of the Professional Learning and Support Needs of Multicultural Teacher Education Faculty

    Science.gov (United States)

    Gorski, Paul C.

    2016-01-01

    Despite the growing body of scholarship on the multicultural dispositions and learning needs of teacher education students, little scholarly attention has been paid to those of multicultural teacher educators: the people responsible for cultivating multiculturally minded teachers. In order to begin filling that gap, using a grounded theory…

  9. Stimulating professional development and teaching strategies of honors teachers

    NARCIS (Netherlands)

    Liliane Eggens; Drs. Elles Kazemier; Inge Wijkamp

    2013-01-01

    Professional development of teachers in honors programs. Presentation, Honors Conference: Learning to innovate – Evoking professional excellence in higher education, Hogeschool van Rotterdam. Rotterdam, 5 oktober 2013 Focus: Development of honors teaching strategies Research: Professional

  10. Professional Training of Future Teachers in Foreign Countries in Terms of Intercultural Interaction of Educational Space Objects

    Directory of Open Access Journals (Sweden)

    Desyatov Tymofiy

    2015-03-01

    Full Text Available The problem of professional training of teachers in foreign countries in terms of intercultural interaction of educational space objects has been studied in the paper. It has been stated that the current stage of human civilization development which is defined as the transition to a knowledge society, is characterized by qualitatively new requirements to the development of education. It has been noted that despite some cultural-and-historical differences in the development of Ukraine and countries of the European Union, functional similarity of national systems of teachers’professional training enables the usage of European experience in future teachers’ training. The role of teachers in the modernization of European education has been emphasized. It has been stated that in the professional training theory and practice significant experience has been accumulated which can form the basis for modernization of future teachers’ training for intercultural interaction of the educational process objects. Major trends in this area have been revealed. Scientific approaches and paradigms have been defined.

  11. WORK OF A HIGHER EDUCATIONAL INSTITUTION MULTIDISCIPLINARY DEPARTMENT ON THE FORMATION OF PROFESSIONAL COMPETENCES OF FUTURE ELEMENTARY SCHOOL TEACHERS

    Directory of Open Access Journals (Sweden)

    E. G. Gutsu

    2017-01-01

    Full Text Available The aim of the study is to test new approaches to the management of professional and personal development of students of pedagogical university. Methodology and research methods. The theoretical analysis of the following information sources was carried out: psychological, pedagogical and methodological literature on the researched topic; teaching-program documentation and teaching materials (work programs of studying disciplines, textbooks, manuals, collections of tasks, guidelines, etc.; normative documents (Federal State Educational Standards (FSES, General Educational Programs (GEP, curricula, instructional acts, etc.. The methods of modeling and expert evaluation were used. Results and scientific novelty. The features of integrative activities of the multidisciplinary department of pedagogical university for formation of professional competences of future elementary school teachers are revealed. The diagnostics of the competences mastered by pupils at the level of a bachelor degree was carried out during deployment period, carrying out mini-researches and performing of the combined analytic-constructive and diagnostic tasks at lessons. Practical significance. The diagnostic approach to formation of professional competences of future teachers of primary school (undergraduate level under conditions of multidisciplinary department work may be of interest to teachers of other pedagogical universities and colleges.

  12. 161 Teachers' Continuing Professional Development as Correlates ...

    African Journals Online (AJOL)

    User

    Abstract. The study examined the correlates of teachers' continuing professional development on universal basic education in Bayelsa State, Nigeria. Using descriptive survey, a sample of 500 teachers was randomly selected from twenty (20) Basic Junior Secondary Schools and Primary Schools used for the study.

  13. School Health Promotion and Teacher Professional Identity

    Science.gov (United States)

    Jourdan, Didier; Simar, Carine; Deasy, Christine; Carvalho, Graça S.; McNamara, Patricia Mannix

    2016-01-01

    Purpose: Health and education are inextricably linked. Health promotion sits somewhat uncomfortably within schools, often remaining a marginal aspect of teachers' work. The purpose of this paper is to examine the compatibility of an HP-initiative with teacher professional identity. Design/methodology/approach: A qualitative research design was…

  14. RE Student Teachers' Professional Development: Results, Reflections and Implications

    Science.gov (United States)

    Ubani, Martin

    2016-01-01

    This article discusses some issues related to the professional development of Religious Education (RE) student teachers in initial teacher education based on empirical results on the development of the pedagogical thinking of Finnish RE student teachers during their teacher education. The article begins by describing the concept of professionalism…

  15. Advancing Teacher Education through Faculty Development

    Directory of Open Access Journals (Sweden)

    Julian Kitchen

    2010-05-01

    Full Text Available In light of a growing body of knowledge on effective teacher education practices and programs, more attention needs to be given to faculty development as a means of reforming teacher education. After identifying key themes in the North American teacher education reform literature since the 1980’s, the author identifies some of the challenges to the professionalization of both clinical faculty and professors of education. The paper concludes with the identification of four possible components of a pan-Canadian program of professional development for teacher educators: initial teacher educator preparation; ongoing professional development; practitioner research by teacher educators; and disseminating teacher education research and reforms.

  16. Issues of Professional Adaptation in Young Teachers

    Directory of Open Access Journals (Sweden)

    Andrushchenko T.

    2017-08-01

    Full Text Available The article discusses some problems of professional adaptation of beginning teachers. Based on the questionnaire data, conducted among beginning and experienced teachers of educational institutions in 6 districts of the Russian Federation (490, and interviews with the school administration the authors analyze the difficulties encountered by beginning teachers, evaluate the existing forms of support for them, as well as their satisfaction with the system of professional adaptation. Often the novice teacher experiences difficulties in obtaining documentation and reporting, problems with monitoring pupils' attention, difficulties in the application of an individual approach. Currently being implemented in most schools set of measures for entry into the profession cannot be considered sufficient to ensure high level of adaptation of young teachers. However, young teachers in general positively appreciate the existing support system in their schools, especially the "assistance of experienced colleagues in the professional adaptation."

  17. Codes of Ethics and Teachers' Professional Autonomy

    Science.gov (United States)

    Schwimmer, Marina; Maxwell, Bruce

    2017-01-01

    This article considers the value of adopting a code of professional ethics for teachers. After having underlined how a code of ethics stands to benefits a community of educators--namely, by providing a mechanism for regulating autonomy and promoting a shared professional ethic--the article examines the principal arguments against codes of ethics.…

  18. Postmodernist Perceptions of Teacher Professionalism: A Critique

    Science.gov (United States)

    Parker, Gemma

    2015-01-01

    This is an era of significant government involvement in schools in England, despite consistent rhetoric from the Department of Education to the contrary. In such a period, signs can be detected of the juncture between a postmodern identity and post-professional status, two models of teacher professionalism supposed in Hargreaves' work on the…

  19. Web-Based Video and Frame Theory in the Professional Development of Teachers: Some Implications for Distance Education

    Science.gov (United States)

    Fong, Cresencia; Woodruff, Earl

    2003-01-01

    This study explores the use of video vignettes as a tool for the professional development of teachers. It is postulated that teachers' professional frames prime them to view vignettes through multiple "lenses," and that teachers may not recognize exemplary practice when presented with it. Think-aloud and interview data are collected as 11…

  20. Making Uncommon Sense: Critical Revisioning Professional Knowledge about Diverse Cultural Perspectives in Teacher Education.

    Science.gov (United States)

    Murrell, Peter

    One aspect of the Alverno College (Wisconsin) teacher education program focuses on the critical treatment (critical revisioning) of popular approaches to teaching across lines of race, class, gender, culture, and power. To illustrate the development of prospective students' ability to think critically about such teaching, this discussion explores…

  1. Re-Imagining Teacher Professional Development and Citizenship Education: Lessons for Import from Colombia

    Science.gov (United States)

    Noonan, James M.

    2010-01-01

    This paper examines the role of teachers in the implementation of citizenship education in Colombia. Consistent with its highly-decentralized school system, Colombia's National Program of Citizenship Competencies was developed with the participation of many local, national, and international partners. Among the most involved and most critical…

  2. Parent Empowerment and Teacher Professionalism: Teachers' Perspective

    Science.gov (United States)

    Addi-Raccah, Audrey; Arviv-Elyashiv, Rinate

    2008-01-01

    School decentralization, which has reshaped power relations in the educational system, has empowered teachers and parents. Taking Abbott's approach to professions, the authors examine teachers' perceptions of the implications of parents' empowerment for teacher--parent relations. In-depth interviews with homeroom teachers in affluent urban…

  3. Process-Based Assessment for Professional Learning in Higher Education: Perspectives on the Student-Teacher Relationship

    Directory of Open Access Journals (Sweden)

    Peter Bergström

    2010-05-01

    Full Text Available This article reports on a study that was carried out in autumn 2007 with students in a professional nurse education distance course at a Swedish university. The study aimed to develop a greater understanding of the student-teacher relationship based on research questions addressing the teachers’ role, the learning process, and the assessment process in traditional approaches to teaching and learning. A didactical design was adopted, focusing on three learning outcomes in three phases. In each of the three phases, these learning outcomes were assessed by each student documenting his/her knowledge at the beginning, middle, and end of the course. Data was collected via in-depth interviews with students (n = 14 and through a questionnaire (n = 40 and was analysed using an inductive thematic analysis of the material. The results indicate a student-teacher relationship involving ambiguity and complexity in relation to the degree of teacher direction as being teacher-centred or learner-centred and also in relation to the learning process as being reproductive or productive. The interpretation of the results shows diverse aspects of the student-teacher relationship arising from students’ beliefs about teaching, learning, and assessment and, in particular, process-based assessment. The locus of control involves the teachers’ role, the learning process, and the assessment process, which illuminates different perspectives of power relations in the student-teacher relationship.

  4. Use of information technologies in the process of professional preparation of future teacher of physical culture as pre-condition of professional development in the conditions of informatization of higher education.

    Directory of Open Access Journals (Sweden)

    Dragnev Y.V.

    2011-04-01

    Full Text Available It is marked that exactly application of information technologies in professional preparation must answer the modern world standards of professional development of future teacher of physical culture in the conditions of informatively-educational space. Specified, that presently in connection with sound changes in higher athletic education, which take place in sew on to the country, questions, related to professional self-determination of personality of future teacher of physical culture, rise; ways are determined by his self-realization in future professional activity.

  5. Effective teacher professionalization in networks?

    NARCIS (Netherlands)

    Hofman, R.H.; Dijkstra, B.J.

    Teacher professionalization has been focused to strongly on external experts and a one-size-fits-all set of solutions that often fail to distinguish between the needs of different teachers. This article describes a research into teacher networks that might be more successful vehicles for

  6. Educating professionals

    DEFF Research Database (Denmark)

    Wahlgren, Bjarne

    2011-01-01

    relates to actual development work, where a social worker education program is restructured and developed, with the aim of creating optimal transfer. The social worker must 'be able to co-operate, organize, coordinate, implement, evaluate and develop social efforts’ in accordance with the curriculum. How...... does that look in practice? Based on interviews with newly-educated social workers, I have analyzed which competences the social worker (hereafter ‘he’) uses in practice, how these competences are developed, and how the student learns to apply the competences acquired in the educational program....

  7. "What's the Sign for 'Catch 22'?": Barriers to Professional Formation for Deaf Teachers of British Sign Language in the Further Education Sector

    Science.gov (United States)

    Barnes, Lynne; Atherton, Martin

    2015-01-01

    In 2007, Qualified Teacher Learning and Skills standards (QTLS) were introduced for all teachers working in UK further education institutions, with the expressed aim of improving professional standards within the sector. British Sign Language (BSL) teaching is largely delivered by deaf native signers through evening classes at local FE colleges,…

  8. E-Coaching, E-Mentoring for Lifelong Professional Development of Teachers within the System of Post-Graduate Pedagogical Education

    Science.gov (United States)

    Kovalchuck, Vasyl; Vorotnykova, Iryna

    2017-01-01

    The research considers the readiness of teachers and postgraduate pedagogical educational establishments to use e-coaching and e-mentoring which can provide continuous professional development of teachers. The use of theoretical methods of systematization and comparison of scientific statements, experience in implementing e-coaching, e-mentoring…

  9. INFLUENCE OF TYPE OF ORGANIZATIONAL CULTURE IN INSTITUTE OF EDUCATION ON LEVEL OF PROFESSIONAL DEFORMATION OF TEACHERS

    Directory of Open Access Journals (Sweden)

    Katsiaryna I. Sapeha

    2015-01-01

    Full Text Available The aim of presented article – identification of interrelation of certain type of organizational culture in institute of education (closed, accidental, open or synchronous and level of development of professional deformation of personality of teachers (authoritativeness, rigidity and noncriticality of self-perception.The basis for methodology of research is sociocultural-interdeterministic dialogical approach of V. A. Yanchuk. In the course of research psychodiagnostic techniques were applied: technique of diagnostics of professional deformation of personality of teacher (V. E. Orel, S. P. Andreyev and questionnaire of «Scale of organizational paradigms» of L. L. Konstantin.Results of research of six institutes of education (schools and gymnasiums showed that elements of deformation have higher level of manifestation in institutes with closed type of organizational culture, revealed in three institutes, and insignificant level in two institutes with open type of culture. In institutes with prevalence of synchronous and accidental types of organizational culture significantexceeding on the level of deformation didn’t find. The greatest development of deformation of teachers is observed on elements of authoritativeness and rigidity, the smallest – on noncriticality of self-perception.Scientific novelty of material is presented for the first time applied sociocultural-interdeterministic dialogical approach to research of professional deformation of personality, that psychological interdeterminant of deformation are allocated, one of structural components of model of ecocultural educational environment – open type of organizational culture in institute of education are described.Practical significance of results consists in detection of opportunities and criteria of formation in institute of formation of ecocultural dialogical environment and its structural component for purpose of timely prevention and overcoming of professional

  10. The interaction between reflection and practice in the professional development of a secondary education science teachers: Case study

    Science.gov (United States)

    Vazquez Bernal, Bartolome

    The work that we describe here is a case study of two secondary education science teachers about how action-oriented reflection and action itself interact, and their influence on professional development. The study was carried out from two different viewpoints: a study with a qualitative orientation on the one hand, using diverse data collection and analysis instruments, and collaborative action research on the other, to form the backbone of professional development. In our theoretical outline, we stress the concepts of reflection which sustain the theoretical-practical dialectic, and of complexity which is seen to be a progression hypothesis of central importance, and in which we distinguish three dimensions: technique, practice, and criticism. The reflection data collection instruments were the teacher's diaries and memos, transcriptions of the work group meetings, questionnaires, and interviews. For the classroom practice the ethnographic notes and extracts from the videotapes of the class sessions, and other documentary sources such. The fundamental instrument for data analysis, both for reflection and practice, was the System of Categories that includes six analytical frames: ideological, teacher education, psychological, contextual, epistemological, and curricular. We also used third-order instruments for the representation, such as complexity spheres for reflection and practice and the reflection-practice integration horizon, which allowed the evolution of the teachers to be viewed over the course of the two school years that the research lasted, as well as giving an overall representation of the integration of reflection and practice. The results showed the teachers to be in transition from a technical to a practical dimension, with both her reflection and her classroom practice in the process of becoming more complex, and with the two being closely integrated. It was also found that she had a hard core of obstacles impeding her professional development. We

  11. The Professional Project among Danish Kindergarten Teachers

    DEFF Research Database (Denmark)

    Bøje, Jakob Ditlev

    2016-01-01

    This article describes ways in which the professionalization strategy among Danish kindergarten teachers is realised in practice by newly educated members of the occupation. It focusses on relations between gender and professionalisation and concludes that the professionalisation strategy...... educated kindergarten teachers employed in three different pedagogic institutions: day-care (0-6 years), after-school institutions (6-10 years) and club facilities (10-18 years)....

  12. Inquiry identity and science teacher professional development

    Science.gov (United States)

    Bryce, Nadine; Wilmes, Sara E. D.; Bellino, Marissa

    2016-06-01

    An effective inquiry-oriented science teacher possesses more than the skills of teaching through investigation. They must address philosophies, and ways of interacting as a member of a group of educators who value and practice science through inquiry. Professional development opportunities can support inquiry identity development, but most often they address teaching practices from limited cognitive perspectives, leaving unexplored the shifts in identity that may accompany teachers along their journey in becoming skilled in inquiry-oriented instruction. In this forum article, we envision Victoria Deneroff's argument that "professional development could be designed to facilitate reflexive transformation of identity within professional learning environments" (2013, p. 33). Instructional coaching, cogenerative dialogues, and online professional communities are discussed as ways to promote inquiry identity formation and collaboration in ways that empower and deepen science teachers' conversations related to personal and professional efficacy in the service of improved science teaching and learning.

  13. Preservice Teachers' Microblogging: Professional Development via Twitter

    Science.gov (United States)

    Carpenter, Jeffrey

    2015-01-01

    Twitter has demonstrated potential to facilitate learning at the university level, and K-12 educators' use of the microblogging service Twitter to facilitate professional development appears to be on the rise. Research on microblogging as a part of teacher education is, however, limited. This paper investigates the use of Twitter by preservice…

  14. Networking Education and Teacher Training

    NARCIS (Netherlands)

    Ton Koenraad; John Parnell

    2006-01-01

    This paper reports on the EU-project 'Professionally Networking Education and Teacher Training' (PRONETT). The key objective of the PRONETT project (2001-2004) is to develop a regional and cross national learning community of pre- and in-service teachers and teacher educators supported by webbased

  15. Constructing Occupational Identities: How Female Preschool Teachers Develop Professionalism

    Science.gov (United States)

    Kim, Mina

    2013-01-01

    This study explores how female teachers construct their occupational identities as teachers within early childhood education (ECE) settings. The combination of feminist scholarship and the use of teacher life history method allow these women to describe themselves as professionally trained and educated teachers who love teaching and children even…

  16. TEACHER PROFESSIONALISM ON TEACHER PEDAGOGIC KNOWLEDGE IN MERAUKE – PAPUA

    Directory of Open Access Journals (Sweden)

    Rias Ning Astuti

    2015-12-01

    Full Text Available English becomes an international language that has to be mastered by the students in Indonesia and many countries in the world. Teaching English is not easy as we thought. As an English teachers, we should master some criteria to be  good teachers. Because English today in Indonesia is considered as a foreign language, then it difficult for the students to learn it. Teacher is also  important in teaching learning process in the classroom, the foundation of English teacher education, teacher knowledge, and professionalism of the teacher is primary goal that should be mastered In this case, the writer tries to explore the phenomena that happened in Indonesia especially in East Indonesia, that is,  Merauke - Papua. The educational system in Merauke- Papua is good enough, but there are several terms that should be changed by the government and the teachers themselves. There are some problems faced by the teacher when they teach in the class, such as: what they teach does not match with the skills the  subject requires and they only focus on finishing the curriculum. In this context, the roles of the government is very important in order to improve the teacher professionalism in Indonesia, one of which is certification for the teacher and the government will increase their salary per month. But, it is not only the matter of salary, but the government should find another ways to improve the teacher’s professionalism such as: conference, seminars, or another activities.

  17. Union Contracts and Teacher Professional Development

    Directory of Open Access Journals (Sweden)

    Paul V. Bredeson

    2001-07-01

    Full Text Available In this article, I report the results of an investigation that examined the impact of teacher union contracts on the development of professional learning communities in schools. There are three primary sources of data used in the study: 1 100 written teacher union contract documents; 2 structured interview data from 21 educators (school superintendents, principals, directors of staff development, and teacher union representatives; and 3 focus group interview data from educational leaders in schools. The analysis and discussion focus on five areas related to teacher professional development with implications for policy and practice: explicit language covering opportunities for teaching learning in their work; governance and decision making structures, that is, specific provisions covering wages, hours, and conditions of employment; the description of legitimate and sponsored activities for the professional development of teachers; and the resources supporting the on-going professional growth of teachers. The findings indicate that rethinking, restructuring, and organizational re-culturing in schools are initial expressions of a new unionism that has the potential to lead to the development of more powerful professional learning communities in schools.

  18. Effects of Teacher Professional Development on Gains in Student Achievement: How Meta Analysis Provides Scientific Evidence Useful to Education Leaders

    Science.gov (United States)

    Blank, Rolf K.; de las Alas, Nina

    2010-01-01

    This meta analysis study focused on identifying and analyzing research studies that measured effects of teacher professional development with a content focus on math or science. This meta analysis was carried out to address two primary questions: (1) What are the effects of content-focused professional development for math and science teachers on…

  19. Professional Learning for a New English Curriculum: Catholic Education Melbourne Primary School Teachers and AusVELS English F-10

    Science.gov (United States)

    Albright, James; Knezevic, Lisa

    2017-01-01

    Teachers of subject English across Australia have been involved in a wide range of professional learning experiences to support implementation of the "Australian Curriculum: English" since its introduction in 2010. This article investigates the professional learning experienced by a small number of primary school teachers in two Catholic…

  20. Examining High Quality Online Teacher Professional Development: Teachers' Voices

    Science.gov (United States)

    Collins, Linda J.; Liang, Xin

    2015-01-01

    Funded by Race to the Top, a federal education initiative, the Department of Education of a Midwestern state in the U.S. launched statewide implementation of online teacher professional development (OTPD) to apply formative instructional practices (FIP) to enhance classroom instruction. Central to the design and implementation of OTPD was the need…

  1. Professional Development in a Reform Context: Understanding the Design and Enactment of Learning Experiences Created by Teacher Leaders for Science Educators

    Science.gov (United States)

    Shafer, Laura

    Teacher in-service learning about education reforms like NGSS often begin with professional development (PD) as a foundational component (Supovitz & Turner, 2000). Teacher Leaders, who are early implementers of education reform, are positioned to play a contributing role to the design of PD. As early implementers of reforms, Teacher Leaders are responsible for interpreting the purposes of reform, enacting reforms with fidelity to meet those intended goals, and are positioned to share their expertise with others. However, Teacher Leader knowledge is rarely accessed as a resource for the design of professional development programs. This study is unique in that I analyze the knowledge Teacher Leaders, who are positioned as developers of PD, bring to the design of PD around science education reform. I use the extended interconnected model of professional growth (Clarke & Hollingsworth, 2002; Coenders & Terlouw, 2015) to analyze the knowledge pathways Teacher Leaders' access as PD developers. I found that Teacher Leaders accessed knowledge pathways that cycled through their personal domain, domain of practice and domain of consequence. Additionally the findings indicated when Teacher Leaders did not have access to these knowledge domains they were unwilling to continue with PD design. These findings point to how Teacher Leaders prioritize their classroom experience to ground PD design and use their perceptions of student learning outcomes as an indicator of the success of the reform. Because professional development (PD) is viewed as an important resource for influencing teachers' knowledge and beliefs around the implementation of education reform efforts (Garet, et al., 2001; Suppovitz & Turner, 2000), I offer that Teacher Leaders, who are early implementers of reform measures, can contribute to the professional development system. The second part of this dissertation documents the instantiation of the knowledge of Teacher Leaders, who are positioned as designers and

  2. Implementing Professional Standard for Teachers: the Krasnoyarsk Krai Experience

    OpenAIRE

    Andreyeva S.Y.,; Butenko A.V.,

    2016-01-01

    In this article we present the Krasnoyarsk krai experience in implementing the professional standard for teachers. We discuss three key processes in the regional educational system that promote professional growth in teachers in accordance with the professional standard. We developed a model of qualification levels of teachers’ professional skills based upon the particular criteria of perfect performance. This model was employed in the organization of workshops for teacher trainees. Finally, ...

  3. Professional Identity Development of Teacher Candidates Participating in an Informal Science Education Internship: A Focus on Drawings as Evidence

    Science.gov (United States)

    Katz, Phyllis; McGinnis, J. Randy; Hestness, Emily; Riedinger, Kelly; Marbach-Ad, Gili; Dai, Amy; Pease, Rebecca

    2011-01-01

    This study investigated the professional identity development of teacher candidates participating in an informal afterschool science internship in a formal science teacher preparation programme. We used a qualitative research methodology. Data were collected from the teacher candidates, their informal internship mentors, and the researchers. The…

  4. Counselling to a lifelong professional career as a Teacher

    DEFF Research Database (Denmark)

    Frederiksen, Lisbeth Angela Lunde; Krøjgaard, Frede

    2017-01-01

    How to best induct new teachers into their role as professional educators, has been shown to be a global challenge. Research concerning the difficulties new teacher faces when they transition to their roles as professional teachers, has yielded much important knowledge in the last two decades. Th...

  5. The integration of Mathematics, Science and Technology in early childhood education and the foundation phase: The role of the formation of the professional identities of beginner teachers

    Directory of Open Access Journals (Sweden)

    Marie Botha

    2015-02-01

    Full Text Available This article focuses on the professional identity formation of six beginner teachers (three in early childhood education and three in the foundation phase, involved in the teaching of Mathematics, Science and Technology (MST. Attention is in particular being paid to the role of professional identity in how they applied innovative teaching methods such as enquiry-based teaching. The study is based on the personal narratives of the six teachers, regarding their own learning experiences in MST, the impact of their professional training at an institution of higher education, as well as their first experiences as MST teachers in the workplace. A qualitative research design was applied and data was obtained through visual (photo collages and written stories, observation and interviews. Whilst all the teachers held negative attitudes towards Mathematics, this situation was turned around during their university training. The three teachers in early childhood education experienced their entrance to the profession as positive, due mainly to the support of colleagues in their application of innovative teaching methods. Two teachers in the foundation phase, however, experienced the opposite. The findings emphasise the complex processes in the moulding of a professional teacher identity and how teaching practices are influenced by these processes.

  6. Informatization and computerization of process of professional preparation of future teacher of physical culture is the future of athletic education in Ukraine.

    Directory of Open Access Journals (Sweden)

    Dragnev Y.V.

    2011-06-01

    Full Text Available In the article informatization and computerization of process of professional preparation of future teacher of physical culture is examined. Specified on the improvement of all of on-line tutorials which it is necessary to do and offer to the future teachers of physical culture taking into account the world tendencies of informatization of education. It is marked that modern higher athletic education in informative society Ukraine must show by itself component part of this society, to answer the requirements of contemporary in relation to informatization of education in general, to give possibility the future teacher of physical culture to promote the level of computer literacy.

  7. Implementing Professional Standard for Teachers: the Krasnoyarsk Krai Experience

    Directory of Open Access Journals (Sweden)

    Andreyeva S.Y.,

    2016-07-01

    Full Text Available In this article we present the Krasnoyarsk krai experience in implementing the professional standard for teachers. We discuss three key processes in the regional educational system that promote professional growth in teachers in accordance with the professional standard. We developed a model of qualification levels of teachers’ professional skills based upon the particular criteria of perfect performance. This model was employed in the organization of workshops for teacher trainees. Finally, we describe and discuss new practices of assessing teachers’ professional qualification in educational institutions and on the level of the regional educational system in general.

  8. Codification and Validation of Professional Development Questionnaire of Teachers

    Science.gov (United States)

    Ayyoobi, Fatemah; Pourshafei, Hadi; Asgari, Ali

    2016-01-01

    Teacher in the educational system and the teaching-learning process, as a main leading should need to knowledge and professional skills. Therefore, evaluation of professional development is important. This study aims to design and modify Construction and Validation of professional development questionnaire of teachers. This research based on…

  9. Designing Higher Education Courses and other Professional Development to Engender Science Teachers' Enthusiasm to Embrace the New Generation Science Standards

    Science.gov (United States)

    Welstead, C.; Forder, S. E.

    2014-12-01

    This presentation is an overview of best practices in the design of continuing education courses and professional development workshops for Science teachers to enable them to transition to the NGSS; to share their enthusiasm in a way that engages students and leads to increased student achievement; and to become change agents in their educational settings and in their communities, in order to garner widespread support for an inquiry-based, NGSS-based curriculum. Proposed strands for teacher preparation programmes include a focus on higher level conceptual thinking; problem-solving opportunities for learning; inquiry-based learning; experiential learning and fieldwork; the authentic and effective incorporation of technology in teaching and learning; integrated and cross-curricular teaching and learning; learning that supports diversity and equity; and the appropriate, reliable and valid assessment of understanding. A series of three courses has been developed to prepare teachers in a graduate programme for implementing an inquiry-based, standards-based Science curriculum that incorporates the above-mentioned strands.

  10. Developing a researcher identity as teacher educator

    NARCIS (Netherlands)

    Swennen, A.; Geerdink, G.; Volman, M.; Boyd, P.; Szplit, A.

    2017-01-01

    In this paper we examine the development of the professional identity of teacher educators who combine studying for a doctoral degree with working as teacher educators. While working on their doctoral thesis, teacher educators move temporarily from the semi-academic world of teacher education into

  11. Teacher Professionalization in the Age of Social Networking Sites

    Science.gov (United States)

    Kimmons, Royce; Veletsianos, George

    2015-01-01

    As teacher education students become professionals, they face a number of tensions related to identity, social participation, and work-life balance, which may be further complicated by social networking sites (SNS). This qualitative study sought to articulate tensions that arose between professionalization influences and teacher education student…

  12. EDUCAÇÃO ONLINE E DESENVOLVIMENTO PROFISSIONAL DE FORMADORES: REFLEXÕES E APONTAMENTOS. ONLINE TEACHER EDUCATION AND TEACHER PROFESSIONAL LEARNING: REFLECTIONS AND NOTES

    Directory of Open Access Journals (Sweden)

    Renata Portela Rinaldi

    2013-11-01

    teacher educators (elementary education and higher education by means of distance education; more specifically, via online education, considering that distance education, in conjunction with Information and Communication Technology (ICT, constitutes a promising path to new school-centered opportunities for teacher professional development. To this end, it first expounds concepts concerning professional development approaches, teacher educators, and distance education, by relating them to different epistemological conceptions of knowledge. Then, it presents – from the angle of professional development – an online teacher education course taken by sixteen practicing elementary school teachers and two researchers from a public university in the State of São Paulo, Brazil. It concludes with notes on the professional learning collectively and collaboratively constructed by the participating teachers in a virtual learning environment, which indicates that professional development factors relating to online teacher education programs are closely linked to the educational and pedagogical basis on which these programs stand. Besides identifying different moments experienced by the teacher educators throughout this process, this paper points to their construction of trust relationships by means of which the doubts, anxieties, fears, certainties, and beliefs that guide their actions are shared among the participants, providing them with opportunities to reflect “in” and “on” practice from a collective perspective. This process allowed teachers to bring forth incoherent or deficient knowledge and promoted their ability to negotiate and construct shared meanings about how to be a schoolteacher.

  13. Effective elements of science teacher professional development

    Science.gov (United States)

    Zientek, Amy

    Educational reform efforts to improve students' learning outcomes are often present in teacher professional development opportunities; however, the structure and design of these opportunities vary and often focus on a homogenous student population; that is, White students in suburban schools. Reform efforts in teacher professional development that aim to educate teachers not only about science content and pedagogy, but also about practices that aim to reach a diverse student population is needed. This study examines three, science teacher summer professional development (PD) programs [SUN, SEPA, and CLA], and explores how programs affect teacher learning outcome(s) and any subsequent translation into classroom practice(s). The design and delivery, alignment to Ladson-Billings (1994) tenets of culturally responsive practices, and measurement(s) of teachers' learning outcome(s) are evaluated. Fliers were sent to science teachers who participated in SUN, SEPA, and CLA in an effort to recruit volunteers for this study. Program document analysis and teacher post-survey data from each program, focus groups, evidence of program integration, and a culturally responsive practice survey were collected and analyzed. Results show SEPA to include content knowledge (CK), pedagogical content knowledge (PCK), culturally responsive practices (CRP), and some elements of the conceptual change model (CCM) (Larkin, 2012) in program design, structure, and delivery along with translation into classroom practice. SUN and CLA both show incorporation of CK and PCK, with SUN also showing some evidence of CRP. The findings indicate that when teachers are modeled a practice they are able to translate that practice in their classroom. The potential impact of modeling CRP during science teacher PD may address the achievement gap still present among students of color. Program designers must consider the inclusion of CRP alongside CK and PCK during the development of science teacher PD.

  14. Professional Development to Promote Teacher Adaptability

    Science.gov (United States)

    Parsons, Allison Ward; Ankrum, Julie Winneur; Morewood, Aimee

    2016-01-01

    Effective professional development (PD) follows adaptive teaching principles; it increases teacher understanding and instructional purpose, which ultimately supports and extends adaptive teaching. Through this article, we compare and contrast training models with educative models of PD (Duffy, 2004). We discuss characteristics of effective PD that…

  15. Second-Stage Music Teachers' Professional Identities

    Science.gov (United States)

    Draves, Tami J.

    2013-01-01

    The purpose of this case study research was to explore the professional identities of second-stage music teachers, or those in years 4-10 of teaching, focusing primarily on how their identities were sustained or neglected. Participants were two second stage music educators teaching in middle school (grades 6-8) music classrooms and taught…

  16. Infusing Neuroscience into Teacher Professional Development

    Science.gov (United States)

    Dubinsky, Janet M.; Roehrig, Gillian; Varma, Sashank

    2013-01-01

    Bruer advocated connecting neuroscience and education indirectly through the intermediate discipline of psychology. We argue for a parallel route: The neurobiology of learning, and in particular the core concept of "plasticity," have the potential to directly transform teacher preparation and professional development, and ultimately to…

  17. TEACHER EDUCATION IN INDONESIA (An Account on the Development and Programs to Improve the Professional Qualification and the Competence of Indonesia Teaching Personnel

    Directory of Open Access Journals (Sweden)

    Fahriany Fahriany

    2016-02-01

    Full Text Available Abstract: Education is defined as a planned effort to establish a study environment and education process so that the student may actively develop his / her own potential to gain the religious and spiritual level, consciousness, personality, intelligence, behavior and creativity to him / herself other citizens and for the nations. The ultimate goal of   every  teaching and learning process is the success of the students to acquire the knowledge of subject matter being taught and one of the key successes in gaining the teaching learning objective is the teacher role. In fact, there are several aspects in order that the teacher professionalism may take place. To put the teacher professionalism into reality, it is not just from the teacher individually, but the surrounding, communities and the system where the teachers works and belong to, will give influence to it. The development of teacher education in Indonesia cannot be separated from the development of education in Indonesia. Since the independence in 1945, Indonesia has committed to make education available to all Indonesians citizens. This is due to the constitutional commitment stated that all citizens have the rights to get an education and the government has the responsibility to implement a national education system. DOI: 10.15408/tjems.v1i1.1107

  18. Australia's Supervising Teachers: Motivators and Challenges to Inform Professional Learning

    Science.gov (United States)

    Nielsen, Wendy; Mena, Juanjo; Clarke, Anthony; O'Shea, Sarah; Hoban, Garry; Collins, John

    2017-01-01

    This paper offers an overview of what motivates and challenges Australian supervising teachers to work with preservice teachers in their classrooms. In the contemporary Australian context of new National Professional Standards for Teachers, a new national curriculum and new standards for Initial Teacher Education programs, what motivates and…

  19. Ethical sensitivity intervention in science teacher education: Using computer simulations and professional codes of ethics

    Science.gov (United States)

    Holmes, Shawn Yvette

    A simulation was created to emulate two Racial Ethical Sensitivity Test (REST) videos (Brabeck et al., 2000). The REST is a reliable assessment for ethical sensitivity to racial and gender intolerant behaviors in educational settings. Quantitative and qualitative analysis of the REST was performed using the Quick-REST survey and an interview protocol. The purpose of this study was to affect science educator ability to recognize instances of racial and gender intolerant behaviors by levering immersive qualities of simulations. The fictitious Hazelton High School virtual environment was created by the researcher and compared with the traditional REST. The study investigated whether computer simulations can influence the ethical sensitivity of preservice and inservice science teachers to racial and gender intolerant behaviors in school settings. The post-test only research design involved 32 third-year science education students enrolled in science education classes at several southeastern universities and 31 science teachers from the same locale, some of which were part of an NSF project. Participant samples were assigned to the video control group or the simulation experimental group. This resulted in four comparison group; preservice video, preservice simulation, inservice video and inservice simulation. Participants experienced two REST scenarios in the appropriate format then responded to Quick-REST survey questions for both scenarios. Additionally, the simulation groups answered in-simulation and post-simulation questions. Nonparametric analysis of the Quick-REST ascertained differences between comparison groups. Cronbach's alpha was calculated for internal consistency. The REST interview protocol was used to analyze recognition of intolerant behaviors in the in-simulation prompts. Post-simulation prompts were analyzed for emergent themes concerning effect of the simulation on responses. The preservice video group had a significantly higher mean rank score than

  20. Foreign Experience in Using Educational Logotherapy in Professional Activities of Primary School Teachers

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    Stepura Yuliia

    2017-09-01

    Full Text Available The article examines the nature and importance of using aesthetic and therapeutic concept and educational logotherapy, in particular, for creating a special emotionally comfortable socioeducational environment for primary education The author has represented inteipretation of foreign scholars' views (J. Bugental, V. Frankl, A. Maslow, R. May, J. Moreno, C. Rogers et al on such terms as “communication ”, “aesthetotherapy ”, “educational logotherapy” etc. An attempt has been made to analyze the social coTitent of pedagogical activity in the context of using logotherapy in primary school based on an agogical paradigm. In the scope of the article, the specific of using the therapeutic metaphor in the educational environment of primary' school has been represented as well as the basic stages of its implementation have been determined. These stages are the following: description of the storyline, persuasion and binding. The author has defined the role of the “living metaphors” in organization of the therapeutic interaction between the teacher and primary' schoolchildren. Particular attention has been paid to formation of the humanistic competency among primary schoolchildren; this competency is to be based on their understanding of the following philosophical and pedagogical categories: a norm (as a means and a results of pupils' social activity, freedom (as a mean and a result of individual self-expression among primary schoolchildren and happiness (as an individual self-expression among primaryr schoolchildren. The author has assessed the role of deflection method and paradoxical intention for the social development of the pupil and further formation of the individual. Additional attention has been paid to determination of the socioeducational and psychological and pedagogical potential of such leading method in logotherapy as “The Socratic dialogue” (or “The Socratic circle”: as well have been highlighted the main stages of

  1. Exploring Change in EFL Teachers' Perceptions of Professional Development

    Science.gov (United States)

    Mohammadi, Mohammad; Moradi, Khaled

    2017-01-01

    Continuous professional development (CPD) is important for teachers in attaining sustainable education. Accordingly, exploring teachers' perceptions could be a significant endeavor as teachers' beliefs impact their classroom practices, thereby, impacting student learning and, thus have educational implications. Therefore, this study was designed…

  2. A Method of Developing Technological Readiness for Using Virtual Educational Environment in the Professional Activity of a College Teacher

    Science.gov (United States)

    Orazalina, Zaure; Zavalko, Nadegda; Yessekeshova, Maral Duiseneevna; Tashkenbayeva, Zhuldyz Muhtarovna; Aldabergenova, Saule

    2016-01-01

    Present article provides the definition of the concept of "teacher's readiness for using virtual educational environment in credit educational technology". We defined the criterions and development levels of college teacher's readiness for using virtual educational environment, which are represented by three components - motivational,…

  3. Professional Practice Schools as a Form of School-University Partnership in Teacher Education: Towards a Social Justice Agenda

    Science.gov (United States)

    Robinson, Maureen

    2016-01-01

    Twenty years into democracy, South Africa is still struggling to improve the quality of its education system. The identification of schools that can work closely with universities to mentor student teachers has been suggested as one way in which teacher education can contribute to an improved education system. The article outlines research that…

  4. Professionalism in Dance Education

    Science.gov (United States)

    Koff, Susan R.; Mistry, Gianna Limone

    2012-01-01

    Professionalism in Dance Education is a complex construction. It can be imposed from the outside (degree completed, job status, salary) or can be identified from the professional herself. Seven graduate dance education students were interviewed with specific focus on the transition from student to professional and the feelings surrounding this…

  5. Infusing Neuroscience into Teacher Professional Development

    Science.gov (United States)

    Dubinsky, Janet M; Roehrig, Gillian; Varma, Sashank

    2015-01-01

    Bruer (1997) advocated connecting neuroscience and education indirectly through the intermediate discipline of psychology. We argue for a parallel route: the neurobiology of learning, and in particular the core concept of plasticity, have the potential to directly transform teacher preparation and professional development, and ultimately to affect how students think about their own learning. We present a case study of how the core concepts of neuroscience can be brought to in-service teachers – the BrainU workshops. We then discuss how neuroscience can be meaningfully integrated into pre-service teacher preparation, focusing on institutional and cultural barriers. PMID:26139861

  6. Continuous Professional Development of English Language Teachers: Perception and Practices

    Science.gov (United States)

    Al Asmari, AbdulRahman

    2016-01-01

    Professional development is considered as an essential element in enhancing the teaching and learning process to ensure student learning. Professional development can also be deemed as a cornerstone of teacher professionalism and quality. The governments and educational institutions invest significantly in Continuous Professional Development (CPD)…

  7. Empirical Moral Philosophy and Teacher Education

    Science.gov (United States)

    Schjetne, Espen; Afdal, Hilde Wågsås; Anker, Trine; Johannesen, Nina; Afdal, Geir

    2016-01-01

    In this paper, we explore the possible contributions of empirical moral philosophy to professional ethics in teacher education. We argue that it is both possible and desirable to connect knowledge of how teachers empirically do and understand professional ethics with normative theories of teachers' professional ethics. Our argument is made in…

  8. Student teachers' collaborative research: Small-scale research projects during teacher education

    NARCIS (Netherlands)

    Dobber, M.; Akkerman, S.F.; Verloop, N.; Vermunt, J.D.

    2012-01-01

    Teacher research is increasingly described as an important aspect of professional development. In response, teacher education programs incorporate teacher research in their curricula. We report on the collaborative research processes of two groups of student teachers in a university teacher

  9. Improving Teachers' Assessment Literacy through Professional Development

    Science.gov (United States)

    Koh, Kim H.

    2011-01-01

    This study examined the effects of professional development on teachers' assessment literacy between two groups of teachers: (1) teachers who were involved in ongoing and sustained professional development in designing authentic classroom assessment and rubrics; and (2) teachers who were given only short-term, one-shot professional development…

  10. Teaching language teachers scaffolding professional learning

    CERN Document Server

    Maggioli, Gabriel Diaz

    2012-01-01

    Teaching Language Teachers: Scaffolding Professional Learning provides an updated view of as well as a reader-friendly introduction to the field of Teaching Teachers, with special reference to language teaching. By taking a decidedly Sociocultural perspective, the book addresses the main role of the Teacher of Teachers (ToT) as that of scaffolding the professional learning of aspiring teachers.

  11. The Impact of Lecturers' Initial Teacher Training on Continuing Professional Development Needs for Teaching and Learning in Post-Compulsory Education

    Science.gov (United States)

    Husband, Gary

    2015-01-01

    This paper presents the initial findings of a research project that aims to investigate the impact of teacher training for lecturers in post-compulsory education on engagement with continuing professional development (CPD) for learning and teaching. The majority of colleges and universities operating in the UK now ensure that all teaching staff…

  12. Professional Growth of Primary School Teacher during the Inter-Certification Period in the System of Lifelong Pedagogical Education of the Russian Federation

    Science.gov (United States)

    Poperechna, Lesia

    2014-01-01

    This article reveals the organizational experience of the professional development of primary school teachers during the inter-certification period in the system of lifelong pedagogical education of the Russian Federation. The issue of international experience features in practical implementation of teaching experience during the…

  13. An Australian Perspective on Teacher Professional Development in Supercomplex Times

    OpenAIRE

    Lorraine M. Ling; Noella M. Mackenzie

    2015-01-01

    Professional Development is one of many terms given to the in-service education and training of teachers. In this paper, the authors address the kinds of professional development currently offered in Australia and compare it with the kinds of professional development teachers may require to deal with an era of supercomplexity, where there is uncertainty, insecurity and an unknown and unknowable future. Professional development is seen as involving multiple stakeholders and the influence of go...

  14. Geometry Professionalized for Teachers.

    Science.gov (United States)

    Christofferson, Halbert Carl

    Written in 1933, this book grew out of the author's concern that college matehmatics sequences of the day, although appropriate in algebra preparation, did not adequately prepare teachers of geometry. This book describes a course intended to remedy this by providing for both a comprehensive study of geometry as an axiomatically defined structure…

  15. What EFL student teachers think about their professional preparation: Evaluation of an English language teacher education programme in Spain

    National Research Council Canada - National Science Library

    de Dios Martinez Agudo, Juan

    2017-01-01

    .... The TEFL programme was evaluated positively by participant student teachers in general, in terms of pedagogic competence and promotion of reflection, although more input on English proficiency...

  16. Professional Development of Teachers in the Tshwane District for ...

    African Journals Online (AJOL)

    Many teachers in South Africa may have had little exposure to environmental education, yet the revised National Curriculum Statement emphasises the infusion of environmental education into all learning areas. The question arises whether professional development of teachers in environmental education is required for ...

  17. Organizing Physics Teacher Professional Education around Productive Habit Development: A Way to Meet Reform Challenges

    Science.gov (United States)

    Etkina, Eugenia; Gregorcic, Bor; Vokos, Stamatis

    2017-01-01

    Extant literature on teacher preparation suggests that preservice teachers learn best when they are immersed in a community that allows them to develop dispositions, knowledge, and practical skills and share with the community a strong vision of what good teaching entails. However, even if the requisite dispositions, knowledge, and skills in…

  18. Disciplining Professionals: A Feminist Discourse Analysis of Public Preschool Teachers

    Science.gov (United States)

    Sisson, Jamie Huff; Iverson, Susan V.

    2014-01-01

    Educational reforms across the globe have had implications for the work of preschool teachers and thus their professional identities. This article draws on a feminist discourse lens to examine data collected from a recent narrative inquiry focused on understanding the professional identities of five public preschool teachers in the USA. This…

  19. Teacher Perceptions of Levels of Professional Contribution to the School

    Science.gov (United States)

    Roby, Douglas E.

    2009-01-01

    Teachers enrolled in graduate level coursework at Wright State University, in Dayton, Ohio were surveyed as to their perception of the extent of faculty involvement and professional contribution in their school. Teachers and educators that were administrators were the focus of the study. Professional contribution levels were defined for the…

  20. Teacher Professional Learning: Developing with the Aid of Technology

    Science.gov (United States)

    Kyprianou, Marianna; Nikiforou, Eleni

    2016-01-01

    Education is a field that constantly changes, which dictates the need for continuing teacher professional learning and development. Teacher professional learning and development can be divided into two categories: formal learning/ development and informal learning/development. This paper focuses on the experience of the presenters as coordinators…

  1. Professional Development and Teacher Change: The Missing Leadership Link

    Science.gov (United States)

    Whitworth, Brooke A.; Chiu, Jennifer L.

    2015-01-01

    Professional development in science education aims to support teacher learning with the ultimate goal of improving student achievement. A multitude of factors influence teacher change and the effectiveness of professional development. This review of the literature explores these factors and identifies school and district science leaders as a…

  2. Rethinking Teacher Preparation and Professional Development in Africa: An Analysis of the Curriculum of Teacher Education in the Teaching of Early Reading and Mathematics

    Science.gov (United States)

    Pryor, John; Akyeampong, Kwame; Westbrook, Jo; Lussier, Kattie

    2012-01-01

    This paper reports research on the initial teacher training and continuing professional development of teachers in six African countries (Ghana, Kenya, Mali, Senegal, Tanzania and Uganda). The focus of the research was on the teaching of early reading and mathematics. The curriculum of both these areas was analysed in terms of (i) implementation…

  3. Sentiment analysis of the ICT4Rural education teacher professional development course

    CSIR Research Space (South Africa)

    Featherstone, Coral

    2015-05-01

    Full Text Available between these terms. The specifics of the techniques used are discussed in more detail in the section below. 4 Basic techniques of opinion assessment Teachers were asked to complete a “happy sheet” after each module training was completed. The purpose... of the “happy sheets” was to obtain general information about the Module training and facilitator, the relevance of the training to the needs of the teachers and teacher confidence in using the skills learnt in the training. The “happy sheet” instrument...

  4. Practicum in Physical Education Teacher Education

    National Research Council Canada - National Science Library

    Kjersti Mordal Moen; Øyvind Standal

    2016-01-01

    The national curricula for physical education teacher education (PETE) in Norway require that practicum is carried out in a partnership between student teachers, cooperating teachers, and teacher educators...

  5. The Invisible Work of Distributed Medical Education: Exploring the Contributions of Audiovisual Professionals, Administrative Professionals and Faculty Teachers

    Science.gov (United States)

    MacLeod, Anna; Kits, Olga; Mann, Karen; Tummons, Jonathan; Wilson, Keith W.

    2017-01-01

    Distributed medical education (DME) is becoming increasingly prevalent. Much of the published literature on DME has focused on the experiences of learners in distributed programs; however, our empirical work leads us to believe that DME changes the context significantly, not only for learners, but also for other important members of the…

  6. Kepler Mission IYA Teacher Professional Development Workshops

    Science.gov (United States)

    Devore, E. K.; Harman, P.; Gould, A. D.; Koch, D.

    2009-12-01

    NASA's Kepler Mission conducted six teacher professional development workshops on the search for Earth-size in the habitable zone of Sun-like stars. The Kepler Mission launched in March, 2009. As a part of International Year of Astronomy 2009, this series of one-day workshops were designed and presented for middle and high school teachers, and science center and planetarium educators prior to and after the launch. The professional development workshops were designed using the best practices and principals from the National Science Education Standards and similar documents. Sharing the outcome of our plans, strategies and formative evaluation results can be of use to other Education and Public Outreach practitioners who plan similar trainings. Each event was supported by a Kepler team scientist, two Education & Public Outreach staff and local hosts. The workshops combined a science content lecture and discussion, making models, kinesthetic activities, and interpretation of transit data. The emphasis was on inquiry-based instruction and supported science education standards in grades 7-12. Participants’ kit included an orrery, optical sensor and software to demonstrate transit detection. The workshop plan, teaching strategies, and lessons learned from evaluation will be discussed. Future events are planned. Kepler's Education and Public Outreach program is jointly conducted by the SETI Institute and Lawrence Hall of Science at UC Berkeley in close coordination with the Kepler Mission at NASA Ames Research Center. The IYA Kepler Teacher Professional Development workshops were supported by NASA Grants to the E. DeVore, SETI Institute NAG2-6066 Kepler Education and Public Outreach and NNX08BA74G, IYA Kepler Mission Pre-launch Workshops. Teachers participate in human orrery.

  7. Educators' Professional Characteristics

    Science.gov (United States)

    Krishnaveni, R.; Anitha, J.

    2007-01-01

    Purpose: To develop a comprehensive model of professional characteristics of an educator that will prepare them for high standards of professional achievements, as all professions demand standardization and formulation of guidelines in today's competitive environment. Design/methodology/approach: Literature on essentials of an educator was sourced…

  8. Re-Conceptualizing Teachers' Narrative Inquiry as Professional Development

    Science.gov (United States)

    Golombek, Paula R.; Johnson, Karen E.

    2017-01-01

    We offer a more nuanced characterization of teachers' narrative inquiry as professional development (Johnson & Golombek, 2002) by grounding our definition of and empirical research on teachers' narrative inquiry from a Vygotskian sociocultural theoretical perspective. Our goal is to reaffirm our belief in the educational value of teachers'…

  9. Professionalizing tutors and tutorials in higher education

    Directory of Open Access Journals (Sweden)

    Colunga, Silvia

    2012-01-01

    Full Text Available The paper analyzes the necessity of professionalizing training of university teachers performing tutorial activities in higher education as a response to the demands of pupils following a part-time model. Permanent training of tutor is emphasized as a way to enhance professional and personal accomplishments. This training gives priority to educative orientation and interventional actions.

  10. Teacher’s electronic portfolio in professional standard of teacher

    Directory of Open Access Journals (Sweden)

    Naydenova Irina S.

    2016-01-01

    Full Text Available Urgent questions related to the teacher professional standard, especially with the construction of its portfolio in electronic formis raised in the article. Today the most important indicator for the quality of teacher education is a professional competences of teachers which in demand with the era of postmodernism. However, attention is paid to such modern aspects of didactics as the digitization of learning and application of gadget technology in the educational process. The article analyzes the components, which today a teacher uses in the field of education and science of measuring the quality of social and emotional development of the student.

  11. Supporting Teacher Professionalism: Insights from TALIS 2013

    Science.gov (United States)

    OECD Publishing, 2016

    2016-01-01

    This report examines the nature and extent of support for teacher professionalism using the Teaching and Learning International Survey (TALIS) 2013, a survey of teachers and principals in 34 countries and economies around the world. Teacher professionalism is defined as the knowledge, skills, and practices that teachers must have in order to be…

  12. Reflection as a basis of professional self-development teacher of higher education

    OpenAIRE

    Масич, Світлана Юріївна

    2017-01-01

    Self-development is considered as a continuous process of setting and achieving goals specific person by changing its own activity or conduct oneself based on significant internal aspirations and external influences. A necessary condition for self-development of people, their professional development and growth, is a professional creative self-reflection as a means of opening the human internal forces, driving the intellectual and cultural development of the individual. The pro...

  13. The Current Situation of Education and Continuing Professional Development of RE Teachers in Poland in the Context of the Social Challenges

    Directory of Open Access Journals (Sweden)

    Elżbieta Osewska

    2012-09-01

    Full Text Available The author of this article presents Religious Education teachers continuing professional development in Poland in the context of political, social, economic, cultural and educational changes. During the last years, Poland has developed a national strategy for teacher training and introduced many new regulations. The aim of the new legal solutions is to prepare RE teachers as will be competent specialists in theology, accomplished in didactics and pedagogy and capable of caring for – and contributing to – the upbringing of pupils of varying needs; as well as organizers of social activities in class and school, also in effective cooperation with the local parish. Despite the many changes, RE teachers still have very difficult situation in Poland and face many challenges.

  14. Teacher Education: Science or Art?

    Directory of Open Access Journals (Sweden)

    Mira KARNIELI

    2009-02-01

    Full Text Available While being a teacher-educator is a complex task, the mode to train teacher-educators is yet unclear. This question is even more relevant because education colleges thriving for academic accreditation recruit PhDs with no field experience. The present study examines students and faculty perceptions on the strengths and weaknesses of the learning process of student-teachers. Using qualitative research tools we found that developing a professional identity is not seen by most of the disciplineoriented lecturers as part of their role, and they also do not know how to perform it. The results emphasize the importance of an appropriate balance between the theoretical foundation and practical learning in order to provide novice teachers with the mental flexibility enabling them to act correctly and productively in complex situations that arise in the act of teaching. Further, the study offers guidelines for teacher-educators' professional training.

  15. Teacher's Professional Development from Vygotskian Optique

    Directory of Open Access Journals (Sweden)

    Karim Shabani

    2012-07-01

    Full Text Available Vygotsky's concept of ZPD (Zone of Proximal Development has been recently applied to the context of language teacher education by a number of researchers (e.g. Ohta, 2005; Singh & Richards, 2006; Nassaji & Cumming, 2000. Besides Vygotsky's notion of ZPD, this paper relies on two associated theories from outside the TESOL discipline namely; Valsiner's (1997 Zone theory and Blanton, Westbrook and Carter’s (2008illusionary zone (IZto  provide a broad picture of the most influential variables facilitating or constraining teacher's professional development or, as specifically defined here, his ZPD progression. Several excerpts in the form of teacher comments taken from different qualitative studies in the related literature are given to lay evidence for the effect, if any, of the raised variables. Finally, the paper concludes with some practical tips for the pre/in-service language teachers as to how to keep their evolving ZPD dynamic in their long-life language teaching profession.

  16. Promoting teacher reflection in second language education a framework for TESOL professionals

    CERN Document Server

    Farrell, Thomas S C

    2014-01-01

    Taking the concept and the practice of reflective teaching forward, this book introduces a well-structured, flexible framework for use by teachers at all levels of development, from pre-service to novice to the most experienced. The framework outlines five levels of reflective practice-Philosophy; Principles; Theory-of-Practice; Practice; Beyond Practice-and provides specific techniques for teachers to implement each level of reflection in their work. Designed to allow readers to take either a deductive approach, moving from theory-into-practice, or an inductive approach where they start from

  17. Developing "Teaching-Specific" Spanish Competencies in Bilingual Teacher Education: Toward a Culturally, Linguistically, and Professionally Relevant Approach

    Science.gov (United States)

    Aquino-Sterling, Cristian R.; Rodríguez-Valls, Fernando

    2016-01-01

    The emergence of K-12 bilingual/dual-language schools in the United States requires bilingual teacher education programs across the nation to continue to "build on the language strengths" of bilingual teacher candidates and provide them with ample opportunities to acquire the language competencies needed for teaching content-area…

  18. Success as a Springboard for Novice Physical Education Teachers in Their Efforts to Develop a Professional Career

    Science.gov (United States)

    Zach, Sima; Stein, Hanan; Nabel-Heller, Noa

    2015-01-01

    This article explored how 45 novice physical education teachers perceived success, and how success affected their motivation to continue teaching. Self-determination theory (SDT) was used to interpret the teachers' written reports, and focus group discussions were held concerning their success. Satisfaction with the competence, relatedness, and…

  19. Professional Development of New Higher Education Teachers with Information and Communication Technology in Shanghai: A Kirkpatrick's Evaluation Approach

    Science.gov (United States)

    Wu, Bian; Hu, Yiling; Gu, Xiaoqing; Lim, Cher Ping

    2016-01-01

    As information and communication technology (ICT) continues to develop, it is essential for teachers to acquire ability for teaching with ICT. In China, new higher education (HE) teachers often lack teaching experience because there are limited teaching opportunities during their postgraduate studies. This status quo may compromise the quality of…

  20. Teachers Who Teach Their Practice: The Modulation of Hybridised Professional Teacher Identities in Work-Related Educational Programmes in Canada

    Science.gov (United States)

    Farnsworth, Valerie; Higham, Jeremy

    2012-01-01

    This article explores diversity in the identity of vocational teachers and the ways these identities are both situated in cultural and political contexts and built upon life and career histories. The analysis is developed from a study of work-related programmes offered to students aged 15-18 in one school board in Canada, with a particular focus…

  1. Tailoring professional development for teachers in primary education: The role of age and proactive personality

    NARCIS (Netherlands)

    Heijden, B.I.J.M. van der; Vuuren, T. van; Kooij, D.T.A.M.; Lange, A.H. de

    2015-01-01

    Purpose : The aim of this survey study among N=180 Dutch teachers was to examine the moderating role of calendar age and proactive personality in the relationships between developmental opportunities, on the one hand, and work engagement and self-perceived employability, on the other. The paper aims

  2. Tailoring professional development for teachers in primary education: The role of age and proactive personality

    NARCIS (Netherlands)

    van der Heijden, Beatrice; van Vuuren, Tinka C.V.; Kooij, Dorien T.A.M.; de Lange, Annet H.

    2015-01-01

    Purpose – The aim of this survey study among N=180 Dutch teachers was to examine the moderating role of calendar age and proactive personality in the relationships between developmental opportunities, on the one hand, and work engagement and self-perceived employability, on the other. The paper aims

  3. Tailoring professional development for teachers in primary education : The role of age and proactive personality

    NARCIS (Netherlands)

    van der Heijden, B.I.J.M.; van Vuuren, T.; Kooij, T.A.M.

    2015-01-01

    Purpose The aim of this survey study among N=180 Dutch teachers was to examine the moderating role of calendar age and proactive personality in the relationships between developmental opportunities, on the one hand, and work engagement and self-perceived employability, on the other. The paper aims

  4. Tailoring professional development for teachers in primary education: The role of age and proactive personality

    NARCIS (Netherlands)

    Tinka van Vuuren; Beatrice van der Heijden; Annet de Lange; Dorien Kooij

    2015-01-01

    Purpose – The aim of this survey study among N=180 Dutch teachers was to examine the moderating role of calendar age and proactive personality in the relationships between developmental opportunities, on the one hand, and work engagement and self-perceived employability, on the other. The paper

  5. Three Quality Professional Documents to Guide Teachers for Puberty, Relationships and Sexuality Education

    Science.gov (United States)

    Goldman, Juliette D. G.; Collier-Harris, Christine A.

    2017-01-01

    Quality school-based sexuality education is important for all children and adolescents. The global trend towards students' earlier, longer, and technologically connected pubertal experience makes the timely provision of such education particularly significant. Quality international sexuality education documents are available for teachers…

  6. Designing a Curriculum for Teacher Educators

    NARCIS (Netherlands)

    Lunenberg, Mieke; Elt, Introduction

    2013-01-01

    SUMMARY This article describes the experiences of a small group with designing a curriculum for beginning teacher educators in teacher education institutes as well as in schools. Based on the Dutch professional standard for teacher educators, literature study, case studies and discussions with

  7. Enhancing Teacher Performance: The Role of Professional Autonomy

    Science.gov (United States)

    Hyslop-Margison, Emery J.; Sears, Alan M.

    2010-01-01

    Current teacher accountability initiatives such as those included in the "No Child Left Behind" legislation in the United States create particular difficulties that impact deleteriously on the performance of professional educators. The quality of public education is undermined when teachers are held accountable to an external authority…

  8. Institutional Context Matters: The Professional Development of Academics as Teachers in South African Higher Education

    Science.gov (United States)

    Leibowitz, Brenda; Bozalek, Vivienne; van Schalkwyk, Susan; Winberg, Christine

    2015-01-01

    This study features the concept of "context" and how various macro, meso and micro features of the social system play themselves out in any setting. Using South Africa as an example, it explores the features that may constrain or enable professional development, quality teaching and the work of teaching and learning centres at eight…

  9. An Environment-based Education Approach to Professional Development: A Mixed Methods Analysis of the Creeks and Kids Watershed Workshop and Its Impact on K-12 Teachers

    Science.gov (United States)

    Austin, Tiffany Bridgette

    This research is an in-depth study of an environment-based education (EBE) professional development program titled "Creeks and Kids" that models how to employ thematic instruction about watersheds using the environment of a school and its community as a context to integrate teaching and learning about water across core subject areas. This case study investigates the EBE characteristics of the Creeks and Kids Workshop and explores how they adhere to the National Research Council's Standards for Professional Development for Teachers of Science. A mixed-methods analysis gathered qualitative data about the overall experience of teacher-participants during the Creeks and Kids Workshop and employed quantitative measures to identify evidence of success related to teachers' gains in knowledge, affect, confidence and intent to act to implement water-focused EBE curriculum in their classrooms. The findings of the study build upon existing research about what teachers need to implement EBE and their beliefs regarding what professional development should provide in relation to those needs. Qualitative results revealed that teachers need an EBE professional development program to include: 1) practical ways to integrate environmental education into their existing curricula and school settings; and, 2) direct experience with activities and field studies that are interdisciplinary, hands-on and inquiry-driven. Teacher-participants identified these characteristics as vital for them to effect a change in teaching practice and build their confidence to engage their students in EBE when they return to the classroom. Quantitative results revealed statistically significant gains across knowledge, affect, confidence and intent to act variables using the t-test statistic to compare means of participants' responses from the pre- to post-workshop questionnaires. The results of this study have broader implications for future educational research on: 1) the ways in which EBE professional

  10. High Quality Differentiated Instruction--A Checklist for Teacher Professional Development on Handling Differences in the General Education Classroom

    Science.gov (United States)

    Smets, Wouter

    2017-01-01

    This paper presents a checklist that scaffolds teachers' professional decision-making with regard to differentiated instruction. It discusses the way the concept of differentiated instruction may be applied in an evidence-informed way by presenting a checklist for high-quality differentiated instruction (DI). We tried to tackle the question of how…

  11. Professional Attributes in Teacher Preparation for Teaching Students with Hearing Impairment: Implications for Inclusive Education in Nigeria

    Science.gov (United States)

    Onu, V. C.; Eskay, M. K.; Ugwuanyi, L.; Igbo, J. N.; Obiyo, N. O.

    2012-01-01

    This descriptive survey research study assessed the professional attributes of teacher preparation for teaching students with hearing impairment. It discussed the role of teaching competence in ensuring the smooth delivery of lessons to children with special needs, especially the hearing-impaired. THAQ (Teaching Hearing-impaired Assessment…

  12. Constructing Narrative Ecologies as a Site for Teachers' Professional Learning with New Technologies and Media in Primary Education

    Science.gov (United States)

    Turvey, Keith

    2012-01-01

    This article argues that to understand how new technologies and media can become co-agents in the process of pedagogical change, we first need to understand teachers' complex relationship with new technologies and media in both their personal and their professional lives. A conceptual framework is delineated for constructing a complex narrative…

  13. Factor Analysis of Teacher Professional Development in Chinese Military Medical Universities

    Science.gov (United States)

    Yue, Juan-Juan; Chen, Gang; Wang, Zhen-Wei; Liu, Wei-Dong

    2017-01-01

    Background and purpose: Teacher professional development potentially enhances teachers' professional morale, knowledge, skills and autonomy, which helps improve the quality of education. The military medical university is an important medical education institution in China; however, studies of teacher professional development within military…

  14. ADHD: a critical update for educational professionals.

    Science.gov (United States)

    Te Meerman, Sanne; Batstra, Laura; Grietens, Hans; Frances, Allen

    2017-06-01

    A medical approach towards behavioural problems could make professionals without a medical background, like teachers and other educational professionals feel inapt. In this article, we raise six scientifically grounded considerations regarding ADHD, currently the most prevalent childhood psychiatric diagnosis. These "need to knows" show just how misguided and potentially stigmatizing current conceptualizations of unruly behaviour have become. Some examples are given of how teachers are misinformed, and alternative ways of reporting about neuropsychological research are suggested. A reinvigorated conceptual understanding of ADHD could help educational institutions to avoid the expensive outsourcing of behavioural problems that could also-and justifiably better-be framed as part of education's primary mission of professionalized socialization.

  15. Professional Satisfaction of Teachers from Kindergarten. Preliminary Study

    Science.gov (United States)

    Anghelache, Valerica

    2014-01-01

    Professional development is a topic of great interest for all those who are involved in educational field, makers and teachers. It's approached closely related to organizational development, both representing a result of continuous changes in education. At individual level, professional development has both an internal determination (a need to…

  16. Contributions of a Social Justice Language Teacher Education Perspective to Professional Development Programs in Colombia (Contribuciones de una perspectiva de justicia social para la formación de docentes de lenguas a los programas de desarrollo profesional en Colombia)

    Science.gov (United States)

    Sierra Piedrahita, Ana María

    2016-01-01

    In this article, the author discusses the social justice language teacher education perspective and how it can help language teachers to develop a political view of their work and effect change inside and outside their particular school contexts. To do this, she briefly analyzes various professional development programs for teachers of English in…

  17. Teacher Training and Professional Development Needs in the Literacy Field: Implications of the New Spanish Programs for Elementary Education in Costa Rica

    Directory of Open Access Journals (Sweden)

    Ana María Hernández-Segura

    2015-05-01

    Full Text Available This article considers the training and professional development of teachers in the literacy field, in order to analyze the implications of implementing the new Spanish program for Elementary Education in Costa Rica. For this purpose, the results obtained from questionnaires completed by current elementary teachers are shared, in order to get firsthand knowledge of their professional training and experience, as well as their training and pedagogical needs in the literacy field. Among the main findings of the research, it is considered as critical that the teachers’ own training and professional development regarding the initial processes of reading and writing allow them to fully comprehend the theoretical background of the Elementary Level Spanish Program; otherwise, there is a risk of misinterpretations and incorrect practices that might jeopardize the Program´s approach.

  18. The use of videos and classroom artefacts in professional development of teachers and teacher educators in Indonesia

    NARCIS (Netherlands)

    Widjaja, Wanty; Dolk, Maarten

    2015-01-01

    This study is grounded on adaptations of Realistic Mathematics Education, Lesson Study and design-based research in Indonesian classroom contexts. Design-based research has gained currency in educational research over the past decade due to its strength to bridge the divide between theoretical

  19. Radiation Storm vs. The Magnetic Shield: Superheroes of Magnetism & Space Weather Education - A Model for Teacher Professional Development Workshops

    Science.gov (United States)

    Russell, R. M.; Johnson, R. M.

    2010-12-01

    Magnetic and electric fields and phenomena play important roles in various situations in astronomy, planetary science, and Earth science. Students often lack an intuitive sense of electromagnetic phenomena, and therefore struggle with the complexities of planetary and stellar magnetic fields. Hands-on magnetism activities can provide students with an intuitive grasp of the basics of magnetism, preparing them for more challenging conceptual studies of magnetic phenomena. For the past six years, we have been presenting a professional development workshop for teachers covering the topics of magnetism and space weather. The workshop, which has been conducted more than 20 times for a range of audiences, blends together several simple hands-on activities, background information on space weather and geomagnetism, a collection of images, animations, and interactives that illustrate important concepts, and guidance about specific links between these topics and national science education standards. These workshops have been very well-received, and have consistently been rated highly by participants in surveys. We believe the methods used in these workshops can be applied to other topics in science education and to astronomy and Earth science education specifically. In this presentation, we will describe our magnetism and space weather workshop, including some of the hands-on activities. We will describe successful aspects of the workshop and comment on ways we think this approach could be replicated for other topics. We will also display some of the interactives, graphics, and animations shown during the workshops. Resources have been added to the workshop over the years in response to recurring questions from teachers; we will comment on this process and how it might be applied to other topics. The activities and extensive background content used or referenced in the workshop are available for free on the Windows to the Universe web site (www.windows2universe.org). Hands on

  20. Counselling to a lifelong professional career as a Teacher

    DEFF Research Database (Denmark)

    Frederiksen, Lisbeth Angela Lunde; Krøjgaard, Frede

    2017-01-01

    How to best induct new teachers into their role as professional educators, has been shown to be a global challenge. Research concerning the difficulties new teacher faces when they transition to their roles as professional teachers, has yielded much important knowledge in the last two decades. Th....... This research has further shown the importance of establishing a mentoring-service to support the new teachers.Presentation of results in relation to Research question:What kind of actions do the Danish schools take to support the new teachers at the start of their career?...

  1. HipHop Scholastics: Effective Teacher Professional Learning

    OpenAIRE

    Garcia, Itoco

    2016-01-01

    AbstractHipHop Scholastics: Effective Teacher Professional LearningbyItoco GarcíaDoctor of EducationUniversity of California, BerkeleyProfessor P. David Pearson, ChairMeeting the needs of culturally and linguistically diverse students in order to improve their academic engagement and achievement is a central challenge to American education. A Critical Race analysis and synthesis of academic research on teacher professional learning, Culturally Relevant Pedagogy (CRP), and the mismatch between...

  2. Professional Development in Climate Science Education as a Model for Navigating the Next Generations Science Standards - A High School Science Teacher's Perspective

    Science.gov (United States)

    Manning, C.; Buhr, S. M.

    2012-12-01

    The Next Generation Science Standards attempt to move the American K12 education system into the 21st century by focusing on science and engineering practice, crosscutting concepts, and the core ideas of the different disciplines. Putting these standards into practice will challenge a deeply entrenched system and science educators will need significant financial support from state and local governments, professional development from colleges and universities, and the creation of collegial academic networks that will help solve the many problems that will arise. While all of this sounds overwhelming, there are proven strategies and mechanisms already in place. Educators who tackle challenging topics like global climate change are turning to scientists and other like-minded teachers. Many of these teachers have never taken a class in atmospheric science but are expected to know the basics of climate and understand the emerging science as well. Teachers need scientists to continue to reach out and provide rigorous and in-depth professional development opportunities that enable them to answer difficult student questions and deal with community misconceptions about climate science. Examples of such programs include Earthworks, ICEE (Inspiring Climate Education Excellence) and ESSEA (Earth System Science Education Alliance). Projects like CLEAN (Climate Literacy and Energy Awareness Network) provide excellent resources that teachers can integrate into their lessons. All of these benefit from the umbrella of documents like Climate Literacy: The Essential Principles of Climate Science. Support from the aforementioned networks has encouraged the development of effective approaches for teaching climate science. From the perspective of a Geoscience master teacher and instructional coach, this presentation will demonstrate how scientists, researchers, and science education professionals have created models for professional development that create long-term networks supporting

  3. Table of contents, structure and methodical providing of preparation of future trainers-teachers to development of professional presentations of educational material

    Directory of Open Access Journals (Sweden)

    Svatyev А.V.

    2012-03-01

    Full Text Available In the article maintenance, structure and methodical providing of preparation of future trainers-teachers to development of professional presentations of educational material is analysed. The authors approach near lining up the stages of work with students in relation to the input of information technologies in an educational process is offered. The variants of combination of the program of studies and methodical providing of scientific process of future specialists are thoroughly considered. 100 respondents-students of 4 and 5 courses of physical education department were polled. A term "presentation" is exposed, it kinds are certain and classification of presentations is offered. Modern technologies of development of presentation are analysed.

  4. Toward Better Collaboration in the Education of Students with Fetal Alcohol Spectrum Disorders: Integrating the Voices of Teachers, Administrators, Caregivers, and Allied Professionals

    Directory of Open Access Journals (Sweden)

    Jenelle Marie Job

    2013-02-01

    Full Text Available This exploratory study addresses the call for an increased presence of key stakeholders’ perspectives in educational research involving students with Fetal Alcohol Spectrum Disorders (FASDs (Duquette, Stodel, Fullarton, & Hagglund, 2006a. Specifically, greater understandings are necessary to support the educational success of students with FASDs. The analysis of 11 focus groups and 3 interviews with teachers, administrators, caregivers, and allied professionals (total n = 60 revealed three themes: fostering relationships, reframing practices, and accessing supports. These findings have important implications for the use of a qualitaitve approach in generating evidenced-based educational practices for stakeholders reflective of enhanced communication and collaboration that better meet the needs of students with FASDs.

  5. Informative culture of future teacher of physical culture in the process of professional development in the conditions of informatively-educational space

    Directory of Open Access Journals (Sweden)

    Dragnev Y.V.

    2011-07-01

    Full Text Available In the article the informative culture of future teacher of physical culture is examined in the process of professional development in the conditions of informatively-educational space. The role of creation of informatively-educational space which liquidates a spatial factor between all of subjects of innovative activity opens up. It is marked that realities of настоящего testify to distribution of information technologies (IT in all of industries of production, spheres of service, sciences, educations, and also specified, that on forming of informative culture achievement in industry of informatics, cybernetics, influence et cetera

  6. Profiling teachers' continuing professional development and the relation with their beliefs about learning and teaching

    NARCIS (Netherlands)

    de Vries, Siebrich; Jansen, Ellen P. W. A.; de Grift, Wim J. C. M. van

    This exploratory study investigates the relationship between teachers' continuing professional development (CPD) and their beliefs about learning and teaching, in a Dutch secondary education context. Two hundred sixty teachers participated in a survey focused on teachers' updating, reflective, and

  7. A Study on the Teachers' Professional Knowledge and Competence in Environmental Education

    Science.gov (United States)

    Yuan, Kuo-Shu; Wu, Tung-Ju; Chen, Hui-Bing; Li, Yi-Bin

    2017-01-01

    The rapid development of technology and economy has largely enhanced the quality of life. Nevertheless, various social and environmental problems have emerged. It would be the key solution to develop environmental education in order to have people present the environmental knowledge and the attitudes and value to concern about the environment and…

  8. English Teacher Education as Literacy Teacher Education

    Science.gov (United States)

    Mayher, John S.

    2012-01-01

    This article presents the author's keynote address from the 2011 CEE Summer Conference at Fordham University in which he challenges educators to rethink what they do and how they do it. He talks about English teacher education as literacy teacher education. He tries to sketch a picture of the status quo and its limits, and an alternative picture…

  9. Practicum Experience In Teacher Education | Tuli | Ethiopian ...

    African Journals Online (AJOL)

    Teacher education programs are designed to develop professionals who are prepared to meet the challenges of the 21st century classrooms and workplace. To this end, the teacher education program must aim to develop the knowledge, skills and attributes of pre-service teachers to prepare them to teach effectively in the ...

  10. Teachers' Beliefs and Continuing Professional Development

    Science.gov (United States)

    de Vries, Siebrich; van de Grift, Wim J. C. M.; Jansen, Ellen P. W. A.

    2013-01-01

    Purpose: Teachers' continuing professional development (CPD) should improve teacher quality and teaching practices, though teachers vary in the extent to which they participate in CPD activities. Because beliefs influence working and learning, and teachers' beliefs about learning and teaching influence their instructional decisions, this study…

  11. Educating mathematics teacher educators

    DEFF Research Database (Denmark)

    Højgaard, Tomas; Jankvist, Uffe Thomas

    2014-01-01

    The paper argues for a three-dimensional course design structure for future mathematics teacher educators. More precisely we describe the design and implementation of a course basing itself on: the two mathematical competencies of modelling and problem tackling, this being the first dimension......; the two mathematical topics of differential equations and stochastics, this being the second dimension; and finally a third dimension the purpose of which is to deepen the two others by means of a didactical perspective....

  12. Presentatie: Professional development of university teachers

    OpenAIRE

    Ebrecht, Diny

    2012-01-01

    Ebrecht, D. (2012, 4 juni). Professional development of university teachers. Presentatie bijeenkomst UOC-vertegenwoordigers in het kader van Erasmusuitwisseling, Heerlen, Nederland: Open Universiteit, L&C.

  13. Quality Science Teacher Professional Development and Student Achievement

    Science.gov (United States)

    Dubner, J.

    2007-12-01

    Studies show that socio-economic background and parental education accounts for 50-60 percent of a child's achievement in school. School, and other influences, account for the remaining 40-50 percent. In contrast to most other professions, schools require no real apprenticeship training of science teachers. Overall, only 38 percent of United States teachers have had any on-the-job training in their first teaching position, and in some cases this consisted of a few meetings over the course of a year between the beginning teacher and the assigned mentor or master teacher. Since individual teachers determine the bulk of a student's school experiences, interventions focused on teachers have the greatest likelihood of affecting students. To address this deficiency, partnerships between scientists and K-12 teachers are increasingly recognized as an excellent method for improving teacher preparedness and the quality of science education. Columbia University's Summer Research Program for Science Teachers' (founded in 1990) basic premise is simple: teachers cannot effectively teach science if they have no firsthand experience doing science, hence the Program's motto, "Practice what you teach." Columbia University's Summer Research Program for Science Teachers provides strong evidence that a teacher research program is a very effective form of professional development for secondary school science teachers and has a direct correlation to increased student achievement in science. The author will present the methodology of the program's evaluation citing statistically significant data. The author will also show the economic benefits of teacher participation in this form of professional development.

  14. Expectations of Preschool Teachers About Their Professional Development

    Directory of Open Access Journals (Sweden)

    Lepičnik Vodopivec Jurka

    2013-09-01

    Full Text Available development, focusing on their professional and personal expectations. The first part includes a short presentation of modern trends for an ever-increasing preschool teacher professionalism, which also relates to their own (ever-increasing expectations. That is followed by an analysis based on our empirical study which we carried out on a population of 616 Slovenian and Croatian preschool education students and preschool teachers. Those analyses revealed a series of interesting (expected/unexpected similarities and differences in preschool teachers’ expectations about their professional development based on their background (teacher, student, gender (male, female, status (beginners, established, experienced, and country (Slovenia, Croatia.

  15. Medical teachers' perception of professional roles in the framework of the German National Competence-Based Learning Objectives for Undergraduate Medical Education (NKLM)-A multicenter study.

    Science.gov (United States)

    Griewatz, Jan; Wiechers, Steffen; Ben-Karacobanim, Hadiye; Lammerding-Koeppel, Maria

    2016-11-01

    Based on CanMEDS and others, the German National Competence-Based Learning Objectives for Undergraduate Medical Education (NKLM) were recently consented. International studies recommend integrating national and cultural context when transferring a professional roles framework in different countries. Teachers' misconceptions may establish barriers in role understanding and implementation. The aim is to analyze medical teachers' rating and perception of NKLM roles in order to reveal differences to official definitions. A two-step sequential mixed methods design was used including a survey and focus groups with N = 80 medical teachers from four German universities. Most of the teachers highly valued the importance of the role "Medical Expert" and understood comprehensively. The Communicator and the Collaborator were rated fairly and perceived to a large extent. Other intrinsic roles like Health Advocate and Scholar showed more deficits in perception and less importance by the participants. This was seen generally problematic and should be considered carefully. Manager and professional showed one-sided weaknesses either in importance or perception. Medical teachers considered NKLM roles relevant for medical practice, although their role perception differed considerably. The value and risk matrix visualizes the specific role profile and offers strategic implications for NKLM communication and handling, thus supporting change management.

  16. THE ANALYSIS OF THE LOGIC CONTENTS WITH ACTUAL VOLUME OF CONCEPTS “PROFESSIONAL DEVELOPMENT”, „PROFESSIONAL BECOMING”, OF RESEARCH THE PROBLEM OF FUTURE TEACHER OF PHYSICAL CULTURE PROF. DEVELOPMENT IN THE CONDITIONS OF INFORMATIVE-EDUC. SPACE OF UKRAINE

    Directory of Open Access Journals (Sweden)

    Yurii V. Drahniev

    2011-02-01

    Full Text Available In the article the comparative analysis of leading concepts „professional development”, „professional becoming” of research of problem of professional development of future teacher of physical culture is given in the conditions of informative educational space of Ukraine. It is grounded, that concepts play an important role both in science and in everyday practice. It is specified, that professional development must have a specific orientation of future professional activity with the use of computer, be characterized by the use of information technologies in the process of professional preparation, determine the maintenance of educational professional program taking into account informatization of higher education system.

  17. Exploring the Drivers of Teacher Professionalism in Ghana

    Science.gov (United States)

    Salifu, Inusah

    2015-01-01

    This research aimed to explore the working conditions teachers in the Ghana Education Service perceived as motivators in their professional practice. The research used mainly a qualitative approach and three focus groups of five members: each were organised with teacher participants drawn from the Ashanti Region purposively selected. The research…

  18. Teachers Negotiating Professional Agency through Literature-Based Assessment

    Science.gov (United States)

    Simpson, Alyson

    2017-01-01

    Research reports teachers around the world currently face major challenges to their professional agency. They face numerous pressures from accountability measures operating in the highly politicised field of literacy education and standardised testing. At the same time international research encourages teachers to design rich assessment tasks…

  19. Professional Standards, Teacher Identities and an Ethics of Singularity

    Science.gov (United States)

    Clarke, Matthew; Moore, Alex

    2013-01-01

    This paper offers a critical analysis of the education policy move towards teacher professional standards. Drawing on Lacan's three registers of the psyche (real, imaginary and symbolic), the paper argues that moves towards codification (and domestication) of teachers' work and identities in standardized (and sanitized) forms, such as the…

  20. Organisational Factors and Teachers' Professional Development in Dutch Secondary Schools

    Science.gov (United States)

    Evers, Arnoud T.; van der Heijden, Beatrice I. J. M.; Kreijns, Karel; Gerrichhauzen, John T. G.

    2011-01-01

    Purpose: The purpose of this paper is to report on a study that investigates the relationship between organisational factors, Teachers' Professional Development (TPD) and occupational expertise. Design/methodology/approach: A survey was administered among 152 Dutch teachers in secondary education. Findings: Analysis of the data revealed that of…

  1. Ethics Education for Professionals in Japan: A Critical Review

    Science.gov (United States)

    Maruyama, Yasushi; Ueno, Tetsu

    2010-01-01

    Ethics education for professionals has become popular in Japan over the last two decades. Many professional schools now require students to take an applied ethics or professional ethics course. In contrast, very few courses of professional ethics for teaching exist or have been taught in Japan. In order to obtain suggestions for teacher education,…

  2. Beyond the Garden of Eden: Deep teacher professional development1

    African Journals Online (AJOL)

    This article begins by exploring the many forces which influence the curriculum of teacher education in higher education, signaling the complexity of the practice ... of KwaZulu- Natal, Faculty of Education showing the translation of these theoretical conceptions within a curriculum geared towards deep professional learning.

  3. Professional Competence of Prospective Teachers in Business and Economics Education: Evaluation of a Competence Model Using Structural Equation Modeling

    Science.gov (United States)

    Bouley, Franziska; Wuttke, Eveline; Schnick-Vollmer, Kathleen; Schmitz, Bernhard; Berger, Stefanie; Fritsch, Sabine; Seifried, Jürgen

    2015-01-01

    Teacher competence is crucial for quality of teaching and learner achievement. Competency models and competence measurement are prevalent in domains such as the natural sciences and lacking in others. We conducted our research in the field of business and economics education by focusing on the accounting domain because it is key to a deep…

  4. The identity of teacher educators in the changing context of teacher education in the Netherlands

    NARCIS (Netherlands)

    Swennen, J.M.H.; Volman, M.L.L.

    2013-01-01

    Little is known about the development of the professional identities of teacher educators, especially within historical and contemporary contexts of teacher education in the Netherlands. Teacher education is undergoing significant change and it is paramount to understand how this relates to the

  5. Tomorrow’s EFL teacher educators

    Directory of Open Access Journals (Sweden)

    Adriana González Moncada

    2003-01-01

    Full Text Available Teacher education programs are an important alternative to raise standards in the teaching of English as a Foreign Language (EFL. However, there are few studies that have explored the roles of teacher educators in this setting. Three main research questions guided this study: What actions have teachers taken to attain their professional objectives as EFL teachers? What experience have they had in professional development programs? What are the characteristics of an ideal teacher education program? This paper reports the findings concentrating on the ideal characteristics of an EFL teacher educator analyzing the testimonies of teachers from public and private schools. The study used four focus groups sessions and a questionnaire as the main data collection techniques. The results suggest that issues such as knowledge of local realities, broad experience in teaching EFL, command of the language, and experience in research are identified as the most desirable characteristics of EFL teacher educators.

  6. Teacher Professional Development to Support Teacher Professional Learning: Systemic Factors from Irish Case Studies

    Science.gov (United States)

    King, Fiona

    2016-01-01

    Teacher professional learning is widely accepted as a mediating factor for enhancing student outcomes. While many teachers across the world engage in professional development (PD) to enhance their professional learning, what is less evident is how to support that learning to result in change following teacher PD. Acknowledging that not all teacher…

  7. An Authentic Research Experience in an Astronomy Education Professional Development Program: An Analysis of 8 Years of Data on the NASA/IPAC Teacher Archive Research Program (NITARP)

    Science.gov (United States)

    Rebull, Luisa; Roberts, Tracy; Laurence, Wendi; Fitzgerald, Michael; French, Debbie; Gorjian, Varoujan; Squires, Gordon

    2018-01-01

    The NASA/IPAC Teacher Archive Research Program (NITARP) partners small groups of educators with a research astronomer for a year-long authentic research project. This program aligns well with the characteristics of high-quality professional development (PD) programs and has worked with a total of 103 educators since 2005. In this poster, we explore surveys obtained from 74 different educators, at up to four waypoints during the course of 13 months, incorporating data from the class of 2010 through the class of 2017. The reasons educators participate are mapped onto a continuum ranging from more inward-focused to more outward-focused; NITARP has had more outward-focused educators than inward-focused, though there is a bias against the extremes on either end of the continuum. This insight into teacher motivations has implications for how the educators are supported during the NITARP year. Three-quarters of the educators self-report some or major changes in their understanding of the nature of science. The program provides educators with experience collaborating with astronomers and other educators, and forges a strong link to the astronomical research community; the NITARP community of practice encourages and reinforces these linkages. During the experience, educators get comfortable with learning complex new concepts, with ~40% noting in their surveys that their approach to learning has changed. Educators are provided opportunities for professional growth; at least 12% have changed career paths substantially in part due to the program, and 11% report that the experience was “life changing.” At least 60% are including richer, more authentic science activities in their classrooms. This work illuminates what benefits the program brings to its participants, and serves as a model for similar PD programs in other STEM subjects.

  8. Perform or Else: The Performative Enhancement of Teacher Professionalism

    Science.gov (United States)

    Liew, Warren Mark

    2012-01-01

    The Singapore Ministry of Education's Enhanced Performance Management System (EPMS) was instituted in 2005 as a system of professional accountability to enhance the standards and stakes of teacher professionalism in schools. This essay explores how the EPMS, with its underlying paradigm of performance management, functions as a "technology of…

  9. EAL Teacher Agency: Implications for Participation in Professional Development

    Science.gov (United States)

    Gurney, Laura; Liyanage, Indika

    2016-01-01

    Teachers construct their practice, education and professional development within two domains of professionalism: sponsored and independent. The association between these two domains, however, is complex; it is overlapping, inseparable and sometimes uneasy. The complexity is further exacerbated by the codependent nature of association between the…

  10. Comparative Analysis of Participation of Teachers of STEM and Non-STEM Subjects in Professional Development

    Science.gov (United States)

    Chiyaka, Edward T.; Kibirige, Joachim; Sithole, Alec; McCarthy, Peter; Mupinga, Davison M.

    2017-01-01

    School administrators continuously consider teacher professional development (PD) as one of the key strategies to improving teachers' pedagogical skills. Modern proposals for advancing education by improving student learning outcomes are centered on high quality professional development for teachers. However, teachers face a number of barriers…

  11. Active Learning Promoting Student Teachers' Professional Competences in Finland and Turkey

    Science.gov (United States)

    Niemi, Hannele; Nevgi, Anne; Aksit, Fisun

    2016-01-01

    This study investigates student teachers' active learning experiences in teacher education (TE) in Finnish and Turkish contexts and attempts to determine how active learning methods' impact student teachers' professional competences. Student teachers (N = 728) assessed their active learning experiences and the professional competences they…

  12. Induction and Mentoring - Counselling to lifelong professional career as teacher

    DEFF Research Database (Denmark)

    Paaske, Karen Annette; Krøjgaard, Frede; Frederiksen, Lisbeth Angela Lunde

    ., & Brinkmann, S. (2009). Interview: Introduktion til et håndværk (2. udgave ed.). Kbh.: Hans Reitzel.Maxwell, J. A. (2016). Expanding the history and range of mixed methods research. Journal of Mixed Methods Research, Vol. 10(1), 12–27. Sundli, L. (2007). Mentoring - A new mantra for education? Teaching...... and Teacher Education, 23(2), 201-Anderson, T., & Shattuck, J. (January/February 2012). Design-based research: A decade of progress in education research?. Educational Researcher, vol. 41(no. 1), 16-25. Background ReferencesBritton, E. (2012). Addressing the mathematics-specific needs of beginning mathematics......How to best induct new teachers into their role as professional educators, has been shown to be a global challenge. Research concerning the difficulties new teacher faces when they transition to their roles as professional teachers, has yielded much important knowledge in the last two decades...

  13. Teacher Professional Development outside the Lecture Room: Voices of Professionally Unqualified Practicing Teachers in Rural Zimbabwe Secondary Schools

    Science.gov (United States)

    Mukeredzi, Tabitha Grace

    2016-01-01

    Attempts to address global pressure to achieve Education for All have been hampered by two fundamental challenges in developing countries, namely an acute shortage of teachers and large rural populations in these countries. In addition, qualified, competent teachers shun working in rural settings. While recruitment of professionally unqualified…

  14. Practicum in Physical Education Teacher Education: An Educational Partnership?

    National Research Council Canada - National Science Library

    Moen, Kjersti Mordal; Standal, Øyvind

    2016-01-01

    The national curricula for physical education teacher education (PETE) in Norway require that practicum is carried out in a partnership between student teachers, cooperating teachers, and teacher educators...

  15. Teacher capabilities in a multicultural educational environment: An analysis of the impact of a professional development project

    DEFF Research Database (Denmark)

    Lauridsen, Karen M.; Lauridsen, Ole

    2017-01-01

    With more programmes being taught through English in non-Anglophone contexts, higher education lecturers are faced with new challenges. This article briefly presents a professional development initiative carried out at departmental level as an intervention for all English Medium Instruction lectu...

  16. Primary Teachers' Professional Training in the System of Postgraduate Education in the Light of Differentiating Teaching: Irish Experience

    Science.gov (United States)

    Gotsuliak, Kateryna

    2015-01-01

    Different information sources, namely National Strategy for Higher Education to 2030 (Ireland), Introduction to Primary School Curriculum (1999), (Ireland), Primary Professional Development Service--Differentiation in Action, Ireland's official postgraduate study website, the Strategic Plan 2012-2016 of Mary Immaculate College, Limerick…

  17. Teachers' perceptions of Twitter for professional development.

    Science.gov (United States)

    Davis, Kerry

    2015-01-01

    The aim of this study was to determine how school teachers in the United States (US) perceived using Twitter as a means for professional development, engagement in communities of practice, and any benefits or drawbacks to participating in Twitter. This qualitative research utilized an embedded case design with three sources of data: (a) three consecutive months of tweet data from late 2011 archived on the host website, relating to #EdChat, a weekly online chat in Twitter about education issues; (b) interviews with 19 school teachers in the US who participated in the #EdChat online discussions in Twitter; and (c) Twitter bio and Tweet data of the 19 teachers interviewed. All data were entered into NVIVO (QSR International Pty. Ltd., Doncaster, Australia) for content thematic coding, and The Communities of Practice and Connectivist Conceptual Framework was used to inform this analysis. The researchers' interpretations were verified with participants, and data triangulated across all sources to strengthen confidence in the results. Five main themes and 17 subthemes emerged from the data across all sources. The main themes were teachers' perceptions of sharing knowledge and resources, Twitter promoting a sense of belonging, Twitter providing meaningful professional development, and teachers' views on the technical benefits and drawbacks of using Twitter. Regardless of years teaching, subject area, or age, educators perceived Twitter as providing an online forum to reflect upon practice, exchange knowledge and experience, and be in the presence of supportive colleagues. While participants experienced the pace and volume of information as being overwhelming at times, educators developed skills to managing this and perceived discussions to be learner-centered and supportive. Teachers valued the sense of community and learning that they reported were not otherwise available in their own physical workplace. Overall, participants perceived that the benefits of participation

  18. Participatory Media for Teacher Professional Development: Toward a Self-Sustainable and Democratic Community of Practice

    Science.gov (United States)

    Liu, Katrina; Miller, Richard; Jahng, Kyung Eun

    2016-01-01

    Financial and political pressures on the compulsory education teacher corps in the United States, as well as US higher education, demands a new approach to teacher professional development that shifts the focus away from repeated short-term university-based teacher professional development programmes and toward the nurturing of self-organized and…

  19. Exploring the Benefits of Music-Making as Professional Development for Music Teachers

    Science.gov (United States)

    Pellegrino, Kristen

    2011-01-01

    Although much has been written about professional development in general education and music education literature, little has addressed the benefits of music-making as meaningful professional development for music teachers. For music teachers, music-making and meanings of music-making have been connected with teachers' identity, well-being,…

  20. Preparing Pre-Service Teachers for Professional Engagement through Place/Community Pedagogies and Partnerships

    Science.gov (United States)

    Green, Monica M.

    2016-01-01

    There is an expectation that Australian teachers engage professionally in all aspects of teaching and learning, including engagement with teaching networks and broader communities. This paper reports on a partnership between a teacher educator and an environmental educator who set out to expand pre-service teachers' professional knowledge,…

  1. School Teacher Professional Development in Online Communities of Practice

    DEFF Research Database (Denmark)

    Khalid, Md. Saifuddin; Strange, Majbrit Højland

    2016-01-01

    for the professional development of teachers are relatively new. This systematic literature review reports a qualitative synthesis of literature on in-service teachers’ online CoP participation. It adheres to the five-step literature search and analysis process by Creswell (2012). Seven peer-reviewed articles were......This study informs researchers of educational technology, teachers, teacher associations and moderators or admins of online platforms who are interested in knowledge sharing among teachers within online communities of practice (CoPs). The continuous professional development of teachers is primarily...... hand, informal knowledge sharing through CoPs can transform teachers by contributing to their immediate context or needs. There are various national and global IT platforms that are designed to enable teachers to participate and share knowledge in a CoP but in many countries, online platforms...

  2. Teachers' Perceived Professional Space and their Agency

    NARCIS (Netherlands)

    Oolbekkink-Marchand, H.W.; Hadar, L.L.; Smith, K.; Ulvik, M.; Helleve, I.

    2017-01-01

    In order to increase student performance, governments stress the importance of standardization for teaching which is seen as a threat to teachers' professionalism. In this small-scale study we investigated the way teachers use their professional space in these changing circumstances. We studied

  3. Coaching Discourse: Supporting Teachers' Professional Learning

    Science.gov (United States)

    Heineke, Sally F.

    2013-01-01

    Although coaching is used in many schools to facilitate teachers' professional learning, few studies look closely at coaching discourse. Exploring how coaching facilitates teachers' professional development, this study used tape-recorded coaching sessions and individual post-interviews to examine the one-on-one coaching interactions of 4…

  4. Profiling Teachers' Sense of Professional Identity

    Science.gov (United States)

    Canrinus, Esther T.; Helms-Lorenz, Michelle; Beijaard, Douwe; Buitink, Jaap; Hofman, Adriaan

    2011-01-01

    This study shows that professional identity should not be viewed as a composed variable with a uniform structure. Based on the literature and previous research, we view teachers' job satisfaction, self-efficacy, occupational commitment and change in the level of motivation as indicators of teachers' professional identity. Using two-step cluster…

  5. Requirements for the Modernization of General Vocational Education Programs (GVEP for Teachers’ Training in Accordance with the Professional Standard of the Teacher: Proposals for the Implementation of the Activity Approach in Teachers’ Training

    Directory of Open Access Journals (Sweden)

    Margolis A.A

    2014-07-01

    Full Text Available The article discusses the problem of modernization of teachers’ training programs in the context of bringing them into line with the requirements of the professional standard of the teacher. The author distinguishes two basic tasks of professionalization of pedagogical programs aimed at achieving this goal: to strengthen the practical training of future teachers on the basis of the networking of educational institutions of general and higher education (school and university partnership, and to develop research competencies of future teachers, providing them the opportunity to carry out professional development (restructuring of their professional actions on the basis of a mini-research embedded in professional practice and reflection of their bases. The author substantiates the basic positions of the activity approach in preparing teachers and shows the place of this approach in the context of modern practitioner-researcher and reflective teacher approaches. The article defines the basic requirements for the development of vocational education teachers’ training programs developed by the author on the basis of the activity approach in the context of tasks and professionalization of such programs, in accordance with the requirements of the professional standard of the teacher.

  6. Do less effective teachers choose professional development does it matter?

    Science.gov (United States)

    Barrett, Nathan; Butler, J S; Toma, Eugenia F

    2012-10-01

    In an ongoing effort to improve teacher quality, most states require continuing education or professional development for their in-service teachers. Studies evaluating the effectiveness of various professional development programs have assumed a normal distribution of quality of teachers participating in the programs. Because participation in many professional development programs is either targeted or voluntary, this article suggests past evaluations of the effectiveness of professional development may be subject to selection bias and policy recommendations may be premature. This article presents an empirical framework for evaluating professional development programs where treatment is potentially nonrandom, and explicitly accounts for the teacher's prior effectiveness in the classroom as a factor that may influence participation in professional development. This article controls for the influence of selection bias on professional development outcomes by generating a matched sample based on propensity scores and then estimating the program's effect. In applying this framework to the professional development program examined in this article, less effective teachers are found to be more likely to participate in the program, and correcting for this selection leads to different conclusions regarding the program's effectiveness than when ignoring teacher selection patterns.

  7. Teaching for Diversity in Teacher Education: Transformative Frameworks

    Science.gov (United States)

    Ragoonaden, Karen O.; Sivia, Awneet; Baxan, Victorina

    2015-01-01

    This paper examines the practice and professional development of teacher educators engaged in diversity pedagogy in Canadian teacher education programs. Using a reflective inquiry combined with a self-study of teacher and teacher education practices (S-STEP), three educators discuss the complexity of their research and teaching experiences through…

  8. Practices of Compassionate, Critical, Justice-Oriented Teacher Education

    Science.gov (United States)

    Conklin, Hilary G.; Hughes, Hilary E.

    2016-01-01

    In this cross-institutional, qualitative case study, two teacher educators in urban teacher education programs identify and analyze the components of our teacher education practice in relation to a vision of compassionate, critical, justice-oriented teacher education. Using Grossman et al.'s concepts of preparation for professional practice as an…

  9. Telling tales on either side of the teacher: methods of researching professional and biographical transformations in the context of Education

    Directory of Open Access Journals (Sweden)

    Mike Hayler

    2013-04-01

    Full Text Available This paper discusses the approaches and research methods used in two projects which examine professional transformations on ‘either side’ of the school teacher. The authors consider how the projects drew upon the different yet potentially complimentary methodological approaches of discourse analysis and autoethnography in the examination of professional identity. Following a description of the projects and the chosen methods, which includes discussion of the respective traditions from which they stem, the approaches are compared and contrasted through analysis of their application with a focus upon their various advantages and limitations within these particular contexts. The authors discuss these examples in terms of the wider discussion of quality and rigour in qualitative research and as a contribution to the debates on the complementarity of different qualitative approaches.

  10. Teacher leadership and educational innovation

    Directory of Open Access Journals (Sweden)

    Frost David

    2010-01-01

    Full Text Available This national conference was arranged by the Ministry of Education to support the drive to modernize the education system as a whole. This paper is based on David Frost’s presentation which explored the links between a transformative view of education, the nature of innovation and the need to develop teacher leadership. It is argued that, in transformative education, learning centres on the cultivation of capacities and dispositions. These are exemplified and illustrated. Key concepts such as agency, meta-learning, self-regulation and their link to citizenship are explained. The distinction is drawn between implementation and innovation as a process which is both long and arduous. It is argued that such a process of innovation demands learning at all levels (students, teachers, the school, the system, but teacher leadership is where the most potential lies. Stories of teacher leadership are used to illustrate what can be achieved and claims are made as to the benefits of teacher leadership. It is claimed that teacher leadership can mobilise teachers’ capacity for leading change, improve quality in the system and build professional knowledge that teachers trust. The paper concludes by outlining the theory of teacher leadership promoted by the International Teacher Leadership project.

  11. Professional equity as reported by biology teachers

    Science.gov (United States)

    Douglas, Claudia B.; Lakes Matyas, Marsha; Butler Kahle, Jane

    In 1982, the National Association of Biology Teachers surveyed its membership in order to assess the role and status of women in biology education. Items describing roles, salaries, assignments, professional activities, and sexual bias were included in the survey. This paper compares the responses of male and female biology educators, draws conclusions from the data, and suggests implications for the science education profession. Inequality in several professional areas was revealed. More women than men were single and reported no dependent children. Women exceeded men in both the lower and upper ends of the distribution of years of experience. However, the percentage of men exceeded that of women in most salary brackets beyond $20,000 and more men reported paid consulting opportunities. Men tended to teach at larger institutions and, at all academic levels, more men taught advanced classes. More men than women were involved with research activities. However, neither sex felt that the other one received preferential treatment in regard to salary and promotion. The majority of education administrators as well as science and biology faculties were male. However, the recent influx of women into science education positions may produce important changes. It is recommended that a comparative study be conducted in five years.

  12. Effectiveness of Online Professional Development for Rural Special Educators

    Science.gov (United States)

    Gaumer Erickson, Amy S.; Noonan, Patricia M.; McCall, Zachary

    2012-01-01

    Retaining teachers and accessing professional development have been long-standing struggles for rural school districts, particularly with respect to teachers with special education endorsements. This study examined the effect of asynchronous online professional development in secondary special education and transition for 86 rural special…

  13. Teacher Education in New Zealand

    Science.gov (United States)

    Ell, Fiona

    2011-01-01

    This paper provides an overview of how teacher education is currently structured in New Zealand. This overview is set in a historical, cultural, political and professional context with a brief examination of aspects of these influences on the structure. Two very recent policy documents are discussed to exemplify current directions in New Zealand…

  14. Deliberate practice in teacher education

    NARCIS (Netherlands)

    Bronkhorst, L.H.; Meijer, P.C.; Koster, B.; Vermunt, J.D.H.M.

    2014-01-01

    Deliberate practice is increasingly recognised as necessary for professional development. This paper sets out to explore in what ways student teachers’ learning activities in a teacher education programme can be characterised as deliberate practice. Based on an in-depth exploration of 574 learning

  15. MOOCs for Teacher Professional Development: Reflections and Suggested Actions

    Directory of Open Access Journals (Sweden)

    Pradeep Kumar Misra

    2018-02-01

    Full Text Available Teacher Professional Development (TPD has become a major policy priority within education systems worldwide. But keeping teachers professionally up-to-date and providing them professional development opportunities on continuing basis is a big challenge. Massive Open Online Courses (MOOCs can be a cost and resource effective means to complement the traditional methods of professional development of teachers. This optimism is based on the assumption that use of MOOCs will facilitate mass training of teachers as per their convenience and ease. The other assumption is that being MOOCs-based training, it will be easy to adapt it to different cultures and languages. Considering these assumptions, this concept paper which is based on reviews of different reports, documents and research papers - discusses the challenges of TPD, reflects upon promises of using MOOCs for TPD; details initiatives and experiences of using MOOCs for TPD; and suggests actions for promoting the use of MOOCs for TPD.

  16. Analysis of embedding teacher leadership in professional development

    Science.gov (United States)

    Martinez, Joseph Derek

    This study was an examination of how a teacher leadership role---presenting professional development to colleagues---was encouraged through a science education professional development program, Microcosmos. The professional development program, which focused on microbiology for middle and high school grades, was funded by the National Science Foundation and developed by the Microcosmos Project, School of Education, Boston University. It included a multiplier-effect structure which required the participating science teachers to present their own Microcosmos professional development workshop to colleagues subsequent to their receiving instruction at Boston University. A qualitative methodology was used, involving 15 science teachers. The primary data source was semi-structured interviews. Secondary data sources were documents submitted to the program by the teachers and observations of their physical classrooms. The data was examined for evidence of 3 attitudes (acceptance of the program's curriculum and philosophy, an enthusiasm for sharing knowledge, a degree of comfort with the biological content) and 6 behaviors (having self-initiative, having a social personality, being an effective communicator, using community resources, having political savvy, having a desire to learn). There were two major findings. First, after fulfilling the requirement of the NSF grant, 7 of the 9 teachers with no prior experience presenting professional development presented additional professional development to colleagues. The most important attitudes influencing this new capability were: an acceptance of the Microcosmos philosophy and curriculum; and having a degree of comfort with the biological content. The most important behaviors were: having a desire to learn, being an effective communicator, and having self-initiative. Six attributes of the Microcosmos professional development program are described which encouraged this teacher leader role. The second finding was that the 15

  17. Professional development of distance education professionals ...

    African Journals Online (AJOL)

    Erna Kinsey

    Professional development of distance education professionals (DEPs) at TSA: a profile of functions. J.F. van Koller. Institute for Staff Development, Technikon SA, Private Bag X6, Florida, 1710 South Africa jvcoller@tsa.ac.za. This article deals with the development of a profile of the functions and required competencies of ...

  18. Teacher Professional Development as a Scientific Problem in Comparative Pedagogics

    Directory of Open Access Journals (Sweden)

    Avshenyuk Natalia

    2014-06-01

    Full Text Available Cogent argument for better understanding of the take-up of teacher professional development through understanding the definition itself has been presented. The main constituents of the definition with reference to different sources of information in psychology, philosophy and pedagogics have been analyzed. To make the research more logical, the definitions “personality development”, “professional development” and “teacher professional development” have been studied in consecutive order. The literature review, which is based on Ukrainian and foreign documents observation, shows different approaches to defining the notion studied: a process-based approach and a system-based approach, as well as their conditional character and appropriateness. In authors’ view, teacher education is a key issue in basic development sectors of any country of the world. Teachers’ professional activities must not focus on individual content only but bear in mind students’ intellectual, spiritual, physical, moral, social and cultural well being. Teacher professional development is a powerful and effective premise for sustained improvement of student outcomes. On the whole, teacher professional development can be defined as a long-term complex process of qualitative changes in teaching aimed at teacher performance improvement in the classroom and ensuring students’ success. According to the study, this process can be compulsory or so called optional. The effectiveness of professional development is structured: leadership, knowledge, available recourses, high level of collaboration, appropriate evaluation and sustainability.

  19. Science Professional Learning Communities: Beyond a singular view of teacher professional development

    Science.gov (United States)

    Jones, M. Gail; Gardner, Grant E.; Robertson, Laura; Robert, Sarah

    2013-07-01

    Professional Learning Communities (PLCs) are frequently being used as a vehicle to transform science education. This study explored elementary teachers' perceptions about the impact of participating in a science PLC on their own professional development. With the use of The Science Professional Learning Communities Survey and a semi-structured interview protocol, elementary teachers' perceptions of the goals of science PLCs, the constraints and benefits of participation in PLCs, and reported differences in the impact of PLC participation on novice and experienced teachers were examined. Sixty-five elementary teachers who participated in a science PLC were surveyed about their experiences, and a subsample of 16 teachers was interviewed. Results showed that most of the teachers reported their science PLC emphasized sharing ideas with other teachers as well as working to improve students' science standardized test scores. Teachers noted that the PLCs had impacted their science assessment practices as well as their lesson planning. However, a majority of the participants reported a differential impact of PLCs depending on a teacher's level of experience. PLCs were reported as being more beneficial to new teachers than experienced teachers. The interview results demonstrated that there were often competing goals and in some cases a loss of autonomy in planning science lessons. A significant concern was the impact of problematic interpersonal relationships and communication styles on the group functioning. The role of the PLC in addressing issues related to obtaining science resources and enhancing science content knowledge for elementary science teachers is discussed.

  20. Professional Training of Future Teacher in Cross-Cultural Dialogue

    Science.gov (United States)

    Semenog, Olena

    2014-01-01

    On the example of propaedeutic educational course "Introduction to Slavic Philology" features of future teachers' professional training of cross-cultural dialogue are considered. Among the main objectives of the course, attention is focused on native language and other languages admirer's tolerance education, students' skills formation…

  1. Educational Programs for Intelligence Professionals.

    Science.gov (United States)

    Miller, Jerry P.

    1994-01-01

    Discusses the need for education programs for competitive intelligence professionals. Highlights include definitions of intelligence functions, focusing on business intelligence; information utilization by decision makers; information sources; competencies for intelligence professionals; and the development of formal education programs. (38…

  2. Teacher Design Teams as a Strategy for Professional Development: The Role of the Facilitator

    Science.gov (United States)

    Becuwe, Heleen; Tondeur, Jo; Pareja Roblin, Natalie; Thys, Jeroen; Castelein, Els

    2016-01-01

    The goal of the current study was to explore the role and importance of the facilitator in teacher design teams. The study took place in the context of a pre-service teacher education institution in Belgium, where teacher design teams were set up to facilitate the professional development of teacher educators. The findings from focus-group…

  3. Reforms in Education: The Need for Re-Engineering Teacher Education for Sustainable Development

    Science.gov (United States)

    Ofoego, O. C.; Ebebe, I. E.

    2016-01-01

    The paper is concerned with reforms in Education and the need for re-engineering Teacher education in Nigeria for better professionalism and National Development. In the process, key concepts like Teacher Education and professionalism were explained. A brief review of the state of Teacher Education and Development in Nigeria revealed the…

  4. Professiogram teacher distance learning course in postgraduate teacher education

    Directory of Open Access Journals (Sweden)

    Vasil'chenko L.V.

    2010-02-01

    Full Text Available Assignment of training teachers to establish a correspondence between increasing social demands of professional roles and the lack of its willingness to perform these functions. Implementation of training of teachers in remote form accompanied by the emergence of new actors of the educational process, which possess specific functions. In the process of creating a regional model of training teachers in remote form defines the basic knowledge and skills that allow teachers to provide a high level of continuing education of teachers.

  5. Effective Teacher? Student Self-Evaluation of Development and Progress on a Teacher Education Programme

    Science.gov (United States)

    Gossman, Peter; Horder, Sue

    2016-01-01

    This article examines 28 teachers' views about their teacher education requirements. The participants were enrolled on a one-year full-time pre-service teacher education programme with a focus on post-compulsory education and training. The study examines how student teachers' self-evaluations against aspects of teaching professional practice…

  6. Identity Change during Vocational Teacher Education

    DEFF Research Database (Denmark)

    Duch, Henriette

    New vocational teachers cross a boundary when they move from one occupation to a job as teacher. A vocational teacher already has an education when he becomes a teacher. He also has several years of work experience. In Denmark, the educational background is related to the type of vocational school...... where the teacher is employed. Regardless of the teacher’s educational background, he has to attend the same course when he is employed at a vocational school. During that education, the teacher is in transition to become a vocational teacher. It is mandatory to complete the Diploma of Education in four...... years. The article analyses identity changes during the pedagogical course and discusses the changes in relation to professionalism. This change is seen in the light of lifelong learning and the fact that teachers at vocational colleges in Europe are assumed to improve the image of the vocational...

  7. Secondary School Teachers’ Perception of “Teacher Professional Development”: A Case Study of Teachers from Five Districts of Uganda.

    Directory of Open Access Journals (Sweden)

    Alice Merab Kagoda

    2014-12-01

    Full Text Available Teacher professional development (TPD is important in keeping teachers abreast with changes that characterise the 21st century schools. However, TPD will only be valuable if teachers perceive it as important. Moreover the varying perceptions of teacher professional development by teachers are likely to affect their view of TPD. Using data collected from secondary school teachers, this study explored teachers’ understanding of the concept “teacher professional development, TPD approaches used by teachers and barriers/constraints they face. Results show that teachers have narrow understanding of the concept, and that to many TPD meant subject content upgrading by going back to teacher training college, while others view it as attending workshops and seminars. Barriers mentioned included shortage of time, lack of funds, lack of motivation and support by head teachers and government as a whole. Researchers recommend that teacher education should incorporate a component of professional teacher development in the initial teacher training. The head teachers and Ministry of Education and Sports should support in-service teachers in their endeavour to develop professionally. Teachers with low selfesteem should be motivated through attendance of conferences, workshops and group activities at local level.

  8. Planning and Doing in Professional Teaching Practice. A Study with Early Childhood Education Teachers Working with ICT (3-6 Years)

    Science.gov (United States)

    Ramírez, Elena; Clemente, María; Recamán, Adriana; Martín-Domínguez, Jorge; Rodríguez, Inés

    2017-01-01

    Planning is one of the professional tasks teachers have to carry out before their direct action in the classrooms. This planning is closely interrelated to the way teachers teach. The question about how and why teachers reach their decisions in their pre-class planning is a classical one in the research into curricular design and development. The…

  9. Exploring Professional Development Needs of Digital Immigrant and Digital Native Teachers for the Successful Integration of Technology in a Jewish Elementary Education Setting

    Science.gov (United States)

    Salomon, Anna M.

    2014-01-01

    Today's teachers are tasked with the integration of technology in their curriculum and their classrooms. In order to do that, teachers require professional development/training and support. Further, schools are encountering a unique landscape of teaching with digital natives becoming teachers alongside digital immigrants. This study aimed to…

  10. Relationships in Early Childhood Education--Beyond the Professional into the Personal within the Teacher-Child Dyad: Relationships "That Ripple in the Pond"

    Science.gov (United States)

    Albin-Clark, Jo; Shirley, Ian; Webster, Maggie; Woolhouse, Clare

    2018-01-01

    The dyadic nature of the teacher-child relationship is recognized as a significant factor in young children's learning experiences. However understandings about how teachers' own personal and professional identities and experiences influence their construction of teacher-child relationships are under researched. This article extends upon earlier…

  11. Governing Teachers by Professional Development: State Programmes for Continuing Professional Development in Sweden since 1991

    Science.gov (United States)

    Kirsten, Nils; Wermke, Wieland

    2017-01-01

    The purpose of this article was to analyse how teachers' continuing professional development (CPD) contributes to the government of the teaching profession. This is done by examining the CPD initiatives organized by two Swedish national educational agencies since 1991 involving the school subjects of Swedish (standard language education) and…

  12. Opening Pandora's Box: Texas Elementary Campus Administrators Use of Educational Policy and Highly Qualified Classroom Teachers Professional Development through Data-Informed Decisions for Science Education

    Science.gov (United States)

    Brown, Linda Lou

    2009-01-01

    Federal educational policy, "No Child Left Behind Act of 2001", focused attention on America's education with conspicuous results. One aspect, "highly qualified classroom teacher" and "principal" (HQ), was taxing since states established individual accountability structures. The HQ impact and use of data-informed…

  13. Continuous Professional Development of English Language Teachers: Perception and Practices

    Directory of Open Access Journals (Sweden)

    AbdulRahman Al Asmari

    2016-06-01

    Full Text Available Professional development is considered as an essential element in enhancing the teaching and learning process to ensure student learning. Professional development can also be deemed as a cornerstone of teacher professionalism and quality. The governments and educational institutions invest significantly in Continuous Professional Development (CPD to improve teacher quality and to meet the changing needs of the students. To uncover the perceptions and practices of professional development in Saudi Arabia, a survey was conducted at Taif University English Language Centre. The sample consisted of 121 English language teachers from various countries and having varied educational and academic experiences. The survey comprised items relevant to learning approaches, concept of professional development, perceptions and feedback on CPD. The respondents supported lifelong learning and experiential learning leading towards learner centered approach. They perceived the CPD as a challenge to their existing knowledge and classroom practice. However, they expressed their concerns regarding indigenization of activities in CPDs, institutional support in conducting classroom activities, and follow up activities.  Keywords: Professional development, Teacher perception, ELT in Saudi Arabia

  14. Teacher Educators' Digital Competence

    Science.gov (United States)

    Krumsvik, Rune Johan

    2014-01-01

    This position paper focuses on how the new national curriculum for school and the new general plan for teacher education in Norway change the underlying premises for teaching and learning in today's teacher education. This has become particularly pressing as a result of the new educational reform "Knowledge Promotion" in schools, whereby…

  15. Professional Self-Esteem as a Predictor of Teacher Burnout across Iranian and Turkish EFL Teachers

    Science.gov (United States)

    Khezerlou, Ebrahim

    2017-01-01

    The study aimed at measuring the perceived Professional Self-esteem, Emotional Exhaustion (EE), Depersonalization (DP), and Personal Accomplishment (PA) of Iranian (n = 230) and Turkish (n = 156) EFL teachers and determining the prediction role of Professional Self-esteem in EE, DP, and PA processes. The Maslach Burnout Inventory-Educators Survey…

  16. Book Clubs as Professional Development Opportunities for Preservice Teacher Candidates and Practicing Teachers: An Exploratory Study

    Science.gov (United States)

    Burbank, Mary D.; Kauchak, Don; Bates, Alisa J.

    2010-01-01

    The issue of professional development is receiving increased attention, as educators and policy makers are realizing the centrality of teachers to school reform and improvement. This paper describes research on book clubs as a mechanism for professional development and discusses how different study group configurations (i.e., preservice teacher…

  17. Becoming a Teacher--Student Teachers' Learning Patterns in Teacher Education

    Science.gov (United States)

    Ahonen, Elsi; Pyhältö, Kirsi; Pietarinen, Janne; Soini, Tiina

    2015-01-01

    Student teacher learning is a key issue for further professional development. Literature on student teacher learning suggests that students learn about teaching and undergo professional transformation during their education. However, studies often focus on a certain time period and on how students should learn instead of how they actually do…

  18. 161 Teachers' Continuing Professional Development as Correlates ...

    African Journals Online (AJOL)

    User

    Pp. 161-177). Iyunade .... The statistics for 2008 is 1724. Teachers' Continuing Professional Development as Correlates of Sustainable UBE. .... implementation while instilling in them virtues of dedication, loyalty, commitment, discipline and ...

  19. Teacher Leadership and Professional Development: Examining Links between Two Concepts Central to School Improvement

    Science.gov (United States)

    Poekert, Philip E.

    2012-01-01

    Teacher leadership has gained attention in recent years as a plausible means by which educational reform and instructional improvement can be accomplished through ongoing, site-based professional development for teachers. This article reviews and draws conclusions across the research literature on professional development and teacher leadership to…

  20. The Importance of Environment for Teacher Professional Learning in Malta and Scotland

    Science.gov (United States)

    Attard Tonna, Michelle; Shanks, Rachel

    2017-01-01

    Current reforms in the Maltese and Scottish educational contexts can only be fully implemented if teachers radically transform the way they teach. Teacher professional learning is an important mechanism that policy-makers, school leaders and administrators have to achieve this. Teacher professional learning is, above all, situated within the…

  1. Supporting Teacher Change Through Online Professional Development

    Directory of Open Access Journals (Sweden)

    Charlotte J. Boling, Ph.D.

    2005-01-01

    Full Text Available This multiple case study examines elementary teachers’ experiences as they participated in the online professional development course, Cognitive Literacy Strategies for the Elementary Classroom. This study explores teacher change and the elements necessary to facilitate the change. Issues concerning content, the change process, the online learning environment, and technology are examined. Findings indicate that online learning is a viable means of providing professional development and facilitating teacher change.

  2. What do you mean by "teacher"?psychological research on teacher professional identity

    Directory of Open Access Journals (Sweden)

    Luca Tateo

    2012-08-01

    Full Text Available Teacher Professional Identity is today an autonomous theoretical construct. The paper explores the dimensions of TPI stressed in psychological and educational research, presenting different answers provided to questions such as: Which dimensions have been taken into account to define what a teacher is? The image of teachers actually emerging from literature analysis points out vectors of tension between "mainstream" Social Representations of teacher and everyday experience; between different perceptions of TPI; between established practices and innovation in teaching; between technical rationalist assumptions and lived experience of teachers' job, involving ethical and emotional nature of teaching; and, definitely, between "reality-as-it-is" and "reality-to-be" in teaching. These questions are closely connected to the wider social debate on the future of education. Asking what a teacher is also implies questions about what a "good" teacher is, what should be and, consequently, what are the role and the Social Representations of teachers in society.

  3. PRAXIOCENTRALISM IN THE PROFESSIONAL STANDARD OF THE TEACHER

    Directory of Open Access Journals (Sweden)

    L. Y. Monakhova

    2017-01-01

    Full Text Available Introduction. The main objective of the professional standard, systematizing the work function of a teacher, is to describe not personal qualities of teachers but the process and outcome of their activities. The logic of the development of the professional standard involves the analysis of teaching activities and evaluation of its results, which should possess the properties of measurability and diagnosability.The aim of the present publication is to identify praxiological foundations of the professional standard of the teacher via a comparative analysis of the requirements and fundamental concepts of praxeology – a General theory of successful activities developed by domestic and foreign authors and reflected in monographic and dissertation researches.Methodology and methods of research. Methodological basis of research is the ideas of system, activity and praxiological approaches.Results. The authors prove that pedagogical praxeology as the science and practice of effective organization of pedagogical activity is a new mechanism to describe the characteristics of pedagogical activity and formation of complex of professional portrait of the teacher. Pedagogical praxeology as the mechanism: establishes the framework of competences of the teacher; defines the requirements for structured content, conditions and quality of work of the teacher, their qualifications and competences in the field of professional activity; provides the necessary compliance awareness of teacher’s requirements; describes methods of assessing the development of competencies of teachers; promotes the involvement of the teacher in the task of improving the quality of education; serves as the basis for constructing a continuous trajectory of increasing level of professional training of each teacher.Scientific novelty. The content of professional standards from the standpoint of the praxiological approach is investigated; conceptual ideas of praxeology, defining role and

  4. Teachers' Perceptions of the Quantity and Quality of Professional Development Activities in Turkey

    Science.gov (United States)

    Bellibas, Mehmet Sukru; Gumus, Emine

    2016-01-01

    Professional development for teachers has been a substantial issue in contemporary educational research and policy. Yet, opportunities for professional development activities have been very limited in Turkey. In this study, we examined Turkish teachers' involvement in professional development activities by comparing their participation with the…

  5. USING THE EDUCATIONAL WEB SITE «MULTIMEDIA TECHNOLOGIES IN MUSIC EDUCATION» IN FORMATION OF PROFESSIONAL COMPETENCE OF FUTURE MUSIC TEACHERS

    Directory of Open Access Journals (Sweden)

    Liudmyla H. Havrilova

    2014-08-01

    Full Text Available The article is devoted to the actual problems of the modern higher education. They are updating of the training aids and the creation of a single informational educational space. The author defines the notions of «educational web resources», «educational site». She also differentiates sites for their use in the various fields of education. There also have been analyzed the structure and the content of the personal website «Multimedia technology in music education», which the author uses as educational. Methodical approaches to the use of the website in the course of studying music-historical disciplines in pedagogical high school have been analyzed too («History of Musical Art», «History of Ukrainian music», etc.. There has been given the examples of the some methodological techniques about the using of teaching materials of the site in the process of the formation the professional competence of future teachers of music. The offered examples of tasks for student’s independent work have been tested in the process of teaching these courses.

  6. Trajetória docente em educação física: percursos formativos e profissionais Teacher's trajectory in physical education: formative and professional routes

    Directory of Open Access Journals (Sweden)

    Alexandra Folle

    2010-12-01

    Full Text Available O presente estudo teve como objetivo analisar a trajetória docente em Educação Física. Os percursos formativos e profissionais de quatro professores de Educação Física, com mais de 25 anos de intervenção profissional em escolas estaduais da cidade de Florianópolis foram investigados. Para analisar a trajetória docente foram utilizadas três fontes de coletas de informações: a entrevistas semi-estruturadas com os professores de Educação Física; b entrevistas semi-estruturadas com três colegas de trabalho; c análise documental. A técnica da análise de conteúdo foi utilizada na análise das informações. Os resultados revelaram que os professores, ao mesmo tempo em que tiveram experiências positivas diversificadas durante suas formações iniciais, vivenciaram experiências negativas muito similares, destacando-se a distância entre suas experiências formativas e a realidade das escolas públicas. Como estratégia de continuidade do percurso formativo, os docentes realizaram cursos de pós-graduação em nível de especialização e de capacitação profissional. A entrada na carreira possibilitou sentimentos tanto de sobrevivência quanto de descoberta, sobressaindo-se o choque com a realidade. No decorrer de seus percursos profissionais, assumiram cargos comissionados e de confiança nas escolas em que atuavam. O desinvestimento amargo predomina no percurso profissional de apenas um professor, enquanto os demais demonstram aguardar a aposentadoria de forma mais serena. Como expectativas relacionadas à aposentadoria, pretendem desenvolver atividades profissionais diversificadas, não retornando à docência escolar.This study aimed to analyze the professional trajectory of Physical Education (PE teachers. The formative and professional routes of four PE teachers, with more than twenty-five years of professional activity in state schools in the city of Florianopolis were investigated. To analyze the teaching trajectory it

  7. Challenges to nordic teacher education programmes

    DEFF Research Database (Denmark)

    Rasmussen, Jens; Dorf, Hans

    2010-01-01

      This article resumes a comparative study on the Nordic teacher education programs in Denmark, Finland, Iceland, Norway and Sweden (Nordisk Ministerråd/Nordic Council of Ministers, 2008). By focusing on the part of the study which is occupied with the structure and organisation of the Nordic...... teacher education programs it tries to find explanations for the fact that only the Finnish teacher education does not suffer from a decreasing number of applicants, from high drop-out rates, and from low retention rates. It is claimed that the strong emphasis on specific professional elements...... and subjects in the Finnish teacher education program (pedagogical studies, quality of practice teaching, research base) and its strong focus on training future teachers for the teacher profession and a professional community play an important role in respect to recruitment and low drop-out rates....

  8. Profiling teachers' sense of professional identity

    NARCIS (Netherlands)

    Canrinus, Esther T.; Helms-Lorenz, Michelle; Beijaard, Douwe; Buitink, Jaap; Hofman, Adriaan

    2011-01-01

    This study shows that professional identity should not be viewed as a composed variable with a uniform structure. Based on the literature and previous research, we view teachers' job satisfaction, self-efficacy, occupational commitment and change in the level of motivation as indicators of teachers'

  9. Exploration of Values: Israeli Teachers' Professional Ethics

    Science.gov (United States)

    Fisher, Yael

    2013-01-01

    The main purpose of this study was to explore Israeli teachers' professional ethics and values using the Facet Theory (Guttman in Psychmetrika 33:469-506, 1968). Since Israel does not have a teachers' code of ethics, such exploration can be a basis for constructing one. The study is mainly exploratory, and the main hypotheses that guided the study…

  10. Teachers as a Social and Professional Community

    Science.gov (United States)

    Zasypkin, V. P.; Zborowski, G. E.; Shuklina, E. A.

    2015-01-01

    The article looks at teachers as a social and professional community, discussing their social and demographic characteristics and social well-being. These factors are used to gauge the quality of life, their attitude toward their careers and other activities, and use of free time. Two clusters of teachers that express positive and negative social…

  11. The value of continuous professional development: Teachers ...

    African Journals Online (AJOL)

    The central argument is that in the presentation of workshops for teachers, presenters should focus on the principles underlying continuous professional development (CPD), since teachers are likely to be more willing to attend workshops if they are worth the time spent and the sacrifices made. In a workshop, on supporting ...

  12. Teacher Metacognition within the Professional Learning Community

    Science.gov (United States)

    Prytula, Michelle P.

    2012-01-01

    A study of teacher metacognition within the context of the professional learning community (PLC) was conducted to understand how teachers describe their metacognition, what they describe as the catalysts to their metacognition, and how metacognition influences their work. Although the PLC was used as a context for the study, the findings include…

  13. The Professional Writing Teacher as Author's Editor.

    Science.gov (United States)

    Speck, Bruce W.

    1992-01-01

    Discusses the connection between editors and teachers. Describes the author's editor, who focuses on helping authors meet the expectations of gatekeepers. Discusses how professional writing teachers might use the author's editor as a teaching model (helping students write for actual audiences and teaching more about the text-production process),…

  14. Professional Development Needs of Online Teachers

    Science.gov (United States)

    Roy, Mamta; Boboc, Marius

    2016-01-01

    Keeping in mind the rising rate of K-12 enrollment, and the increased demand for online teachers, the need for professional development of online teachers is keenly felt. The skills needed for teaching in face-to-face environments are not always transferable to online settings. There is a pointed change in the way teaching takes place in an online…

  15. Teachers' professional development: Awareness of literacy practices ...

    African Journals Online (AJOL)

    This article draws upon our experiences of participating in a Literacy Hub in South Africa. The aim is to describe and analyse how dialogue among Grade Eight teachers in a Literacy Hub around literacy teaching practices might lead to professional development and deepen teachers' understanding of literacy practices and ...

  16. Measuring Characteristics of Teacher Professional Development

    Science.gov (United States)

    Soine, Karen M.; Lumpe, Andrew

    2014-01-01

    The primary purpose of the study was to create and psychometrically test an instrument which measured teachers' perceptions of characteristics of professional development. The sample consisted of elementary teachers from five school districts in Washington State participating in a district improvement initiative. Results of exploratory factor…

  17. Professional Training of Foreign Languages Teachers in Austria

    Directory of Open Access Journals (Sweden)

    Byndas Olena

    2014-06-01

    Full Text Available The features of the Austrian education system, namely different types of schools of compulsory and optional levels and the necessity of qualified teachers needed for teaching in such schools, features of foreign languages teachers’ professional training and their practical availability for service in school, have been observed. The problem of hybridization of vocational training and higher education in Austria, which is the result of close cooperation between academic and vocational training, has been researched. The requirements for knowledge, abilities and skills of applicants to teacher training colleges and universities have been determined. The curriculum of teacher education for students, depending on the chosen type of school, has been analyzed. The features of the two-level training for teachers of foreign languages (German and English have been analyzed. The importance of pre-vocational work carried out to validate students’ choice of teaching profession has been proved. Requirements for professional practical training in school, for production practical training that future teachers of foreign languages have in manufacturing, processing, service, trade; and for speech practical training abroad have been considered. It is important that a high level of knowledge and successfully completed practical trainings allow graduates of teacher training colleges and universities to qualify not only as a teacher of foreign languages, but also a translator or a guide-interpreter in different areas of service. The analysis has highlighted the promising first-hand ideas of the Austrian system of teacher training, its achievements and aspirations

  18. How University Student-Teachers for Primary School Learn about Department of Education Policy on Child Sexual Abuse, and Mandatory Reporting: The Sources of Their Professional Information

    Science.gov (United States)

    Goldman, Juliette D. G.; Grimbeek, Peter

    2009-01-01

    Many regional and local Departments of Education in many countries now require their primary school teachers to be mandatory reporters of child sexual abuse. However, many student-teachers are not provided with courses on child protection and its policy requirements during their pre-service university education. So, how do student-teachers source,…

  19. Schooling Teachers: Professionalism or Disciplinary Power?

    Science.gov (United States)

    Bourke, Terri; Lidstone, John; Ryan, Mary

    2015-01-01

    Since public schooling was introduced in the nineteenth century, teachers in many western countries have endeavoured to achieve professional recognition. For a short period in the latter part of the twentieth century, professionalism was seen as a discourse of resistance or the "enemy" of economic rationalism and performativity. However,…

  20. Multicultural Teacher Education in Korea: Current Trends and Future Directions

    Science.gov (United States)

    Mo, Kyung-Hwan; Lim, Jeong-Soo

    2013-01-01

    This study examines current trends in multicultural teacher education in Korea and offers directions for improvement. Curricula of pre-service teacher education and professional development programs for multicultural education are analyzed. The results of this study are as follows: first, pre-service elementary teacher education programs mostly…

  1. Integrative Public Health-Aligned Physical Education and Implications for the Professional Preparation of Future Teachers and Teacher Educators/Researchers in the Field

    Science.gov (United States)

    Webster, Collin Andrew; Stodden, David F.; Carson, Russell L.; Egan, Catherine; Nesbitt, Danielle

    2016-01-01

    This article has two purposes: (a) to consider existing platforms and future possibilities in the United States for what the authors refer to as Integrative Public Health-Aligned Physical Education (IPHPE), which integrates standards-based K-12 physical education with a public health agenda focusing on promoting increased physical activity and…

  2. TEACHER IN PHYSICAL EDUCATION

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    Milovan Stamatović

    2012-09-01

    Full Text Available The authors of this paper is directed to physical education in elementary school younger and the role of teachers in the implementation of this subject. The first part discusses the importance of physical education for physical and mental development of younger school children of primary school In the second part the authors indicate the quality and organization of physical education in elementary grades, referring to a large number of studies in this field. The third part talks about education and preparing teachers for teaching and learning. Indicated a need for training of teachers in the field of physical education and are given specific proposals.

  3. Democratizing Teacher Education

    Science.gov (United States)

    Zeichner, Ken; Payne, Katherina A.; Brayko, Kate

    2015-01-01

    In this article, the authors argue that teacher education needs to make a fundamental shift in whose knowledge and expertise counts in the education of new teachers. Using tools afforded by cultural historical activity theory (CHAT) and deliberative democracy theory, they argue that by recasting who is considered an expert, and rethinking how…

  4. Multiplying the Effect of Professional Development: Teachers Training Teachers

    Science.gov (United States)

    Hansen-Thomas, Holly; Casey, Patricia J.; Grosso, Liliana

    2013-01-01

    This article describes the effects of participation and collaboration in an in-service professional development project for secondary content area teachers referred to as "turnaround training." The participating teachers were experienced, skilled practitioners in their content areas (math, science, social studies, or English language…

  5. A comparative study of three distance education strategies on the learning and attitudes of elementary school teachers participating in a professional development project

    Science.gov (United States)

    Annetta, Leonard Anthony

    Distance Education is a significant topic among institutions at all levels of education. It is not only significant in terms of finances and student enrollment but in terms of meaningful learning. This study produced evidence regarding the relative effectiveness of three distance educations strategies for enhancing the science learning of 94 midwestern elementary school teachers who were participating in a five-year professional development project. The three distance education strategies studied were live interactive television (live), videotapes with live wrap-around discussions ( video), and asynchronous, web-based sessions with streamed video presentations supported by interaction through discussion boards ( web). A repeated measures design was used to analyze the science learning and attitudes of the study participants. Data on the participants' attitudes toward and perceptions of their distance education involvement were collected through the Flashlight Online instrument. Science learning was assessed with instrument based on released questions from the NAEP, TIMSS and Praxis exams. Three types of science items were used: multiple choice, constructed response, and vignettes describing students with science misconceptions. Analysis of variance of participants' post-session science test scores and the Flashlight Online scores yielded differences (p < 0.05) on multiple choice and constructed response science subscales and on the subscale measuring opportunity for interaction. Participants in the live mode performed most effectively then participants in both the video and web modes on all three of these subscales. Participants in the web mode performed more effectively than the participants in the video mode on multiple choice and constructed response subscales but not on the opportunity for interaction subscale. Not surprisingly, the analyses showed that teachers with a more extensive science background scored significantly higher on the multiple choice subscale

  6. Using Social Media within Physical Education Teacher Education

    Science.gov (United States)

    Kinchin, Gary D.; Bryant, Lance G.

    2015-01-01

    This article reports on a project investigating the use of social media within physical education teacher education (PETE). It specifically describes how a professional Facebook group was set up and used by PETE students in one university in England and another in the United States. The article outlines some of the professional topics the…

  7. Lesson Study: The effect on teachers' professional development

    NARCIS (Netherlands)

    Verhoef, Neeltje Cornelia; Tall, David O.

    2011-01-01

    This study combines elements of the Japanese Lesson Study approach and teachers’ professional development. An explorative research design is conducted with three upper level high school teachers in the light of educational design research, whereby design activities will be cyclically evaluated. The

  8. Union Learning Representatives: Facilitating Professional Development for Scottish Teachers

    Science.gov (United States)

    Alexandrou, Alex; O'Brien, Jim

    2007-01-01

    In the United Kingdom, teachers' professional associations and labor organizations, notably in the form of trade unions have historically been involved in education and training in the workplace. Recently, in the United Kingdom this activity has gained greater credence and importance due to the emergence of trade union learning representatives who…

  9. Teachers' Attitudes toward Pedagogical Changes during Various Stages of Professional Development

    Science.gov (United States)

    Maskit, Ditza

    2011-01-01

    This study examines teachers' attitudes toward pedagogical changes regarding various teaching strategies concerning students, content, and the teacher's educational orientation. Teachers' attitudes toward such changes are examined at different stages of their professional development. The research question is: To what extent do teachers at…

  10. Developmental Potential of Professional Test as a Method of Training Future Teachers

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    Neumoeva-Kolchedantseva E.V.

    2018-01-01

    Full Text Available The article is devoted to studying the developmental perspectives of the method of professional test. It offers an understanding of the professional test as a method of «locally immersing» students in professional activities at the stage of university training. It also describes an experience of evaluating professional tests aimed at mastering work actions defined in the professional standard for teachers. The article examines research data on the impact of the professional test on the development of professional competencies (work actions in future teachers. The research involved 50 third- and fourth-year students of the Tyumen State University majoring in «Teacher Education» («Primary School Education».The results confirm the positive dynamics of work actions after the completion of professional tests, which points to the developmental potential of the professional test as a method of training future teachers.

  11. Teachers' professional judgement in real teaching situations

    DEFF Research Database (Denmark)

    Mikkelsen, Sidse Hølvig; Daugbjerg, Peer; Sommer, Lise

    2017-01-01

    -prepared, well-rehearsed, and experience based. Disturbances, unexpected ruptures or deviations from plan demand that teachers improvise regarding which actions to carry out. The considerations the teachers make in these situations are not directly available for investigation. The actions can be conscious...... as well as unconscious and they are expressed bodily and verbally. The presentation will discuss methodological approach on how to investigate teachers' professional judgement. We will use video recordings of actual teaching situations to generate dialogue with the participating teachers. The dialogue...

  12. The Essence of Teacher Leadership: A Phenomenological Inquiry of Professional Growth

    Science.gov (United States)

    Lowery-Moore, Hollis; Latimer, Robin M.; Villate, Vanessa M.

    2016-01-01

    Teacher leadership is a key to school reform (Fullan, 2005), yet it is not a widely practiced educational application (Crowther, 2009). Collay (2006) called for education faculty to assist teachers in developing powerful professional identities, but in order for university faculty to become partners in preparing teacher leaders, programs must…

  13. Effects of a Long-Term Participatory Action Research Project on Science Teachers' Professional Development

    Science.gov (United States)

    Eilks, Ingo; Markic, Silvija

    2011-01-01

    This paper describes the potential of long-term co-operation between science educators and science teachers concerning the teachers' continuous professional development, based on Participatory Action Research in science education. The discussion is based on a six-year case study observing a group of about ten German chemistry teachers by chemistry…

  14. University-School Collaboration as a Tool for Promoting Pre-Service Mathematics Teachers' Professional Skills

    Science.gov (United States)

    Kilic, Hulya; Tunc Pekkan, Zelha

    2017-01-01

    In this paper, we discuss pre-service mathematics teachers' professional gains from a university-school collaboration where they were given opportunity to observe two teacher educators' instructional practices in a 6th grade classroom, interact with students in one-to-one fashion and reflect on the teacher educators' and their own practices. Three…

  15. Special Education Terminology Every Physical Education Teacher Should Know

    Science.gov (United States)

    Columna, Luis; Lieberman, Lauren J.; Lytle, Rebecca; Arndt, Katrina

    2014-01-01

    An initial step to demonstrate commitment and professional behaviors is to be knowledgeable in the terminology used by special education colleagues, and to share with them common terminology used in physical education settings. Adapted physical education (APE) and general physical education (GPE) teachers need to know terminology used by…

  16. Lifelong education of a preschool educational establishment teacher: theoretical aspect

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    Людмила Зіновіївна Мінда

    2015-06-01

    Full Text Available The article deals with the issue of continuous professional development of preschool educational establishment teachers considering challenges in the modern information society. The author analyses theoretical aspects of the concept of preschool teachers’ lifelong education, particularly in the postgraduate education system. The author outlines the problems and prospects of adult education development in Ukraine

  17. O portefólio na formação e avaliação profissional de professores The portfolio in teacher education and professional evaluation

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    João Silva

    2011-12-01

    that allows the evaluation of various domains. Moreover, it makes it possible to follow the evolution of personal and professional development as a qualitative measure for evaluation, and can also be used to separate excellent teachers from "satisfactory" ones in the process of career progression. Portfolios are also used as basis for job interviews and as a means of presentation of the individual in new job situations. In this sense, we investigated the validity and usefulness of this tool for teacher evaluation in the area of professional education, demonstrating its applicability and respective advantages and disadvantages. Through a bibliographical survey of several published studies, the importance of the portfolio is highlighted as an instrument for the evaluation of teachers at the beginning of their careers (aiming at their evolution and its complementarity with respect to other methods. We have, therefore, achieved a more complete evaluation model, more individualized and efficient in the development and evaluation of competences, accessible to all education community, and not restricted to a given period or moment, but valuing the professional life of teachers.

  18. Teaching judging and judging teaching in teacher education

    DEFF Research Database (Denmark)

    Lund, Birthe; Lindhart, Lars

    The concept of professional judgment and how to develop this within teacher education is the core focus in this paper. The aim of teacher education in Denmark is to qualify the students for a specific profession as teachers in the Folkeskole (the primary and lower secondary school). The teacher...... education is often criticized by students and politicians that theory and professional practice are not linked successfully and, consequently, the teacher education is often changed, recently brought about by competence-based curricula. It is therefore relevant to gain new knowledge about how teacher...... education may influence the professional judgment and influence the concrete practice. Since educating professional judgment is value-laden, and there are disagreements about the role of the school and the understanding of the ideal teacher, values and moral issues deserves serious attention. However...

  19. EFL teacher professional change in India

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    Toraskar Helen B.

    2016-09-01

    Full Text Available This article examines teacher professional change and compares two 10th standard English as a Foreign Language teachers employed in a Marathi-medium secondary school in Pune (India at different stages in their careers. Wenger’s (1998 three interconnected Community of Practice dimensions (i.e. mutual engagement, joint enterprise and shared repertoire highlight pertinent facets of the teachers’ professional lives as viewed from the sociocultural perspective (Vygotsky, 1978. Case study methodology was utilized within a qualitative, ethnographic research paradigm. The aim is to uncover how the two EFL teachers engage in their professional community of practice and their career trajectories. Firstly, the data analysis indicates that periphery member status is established through active engagement in the professional community which creates trajectories along which novices may travel. Secondly, the accessing and sharing of information, ideas and experiences is beneficial for all members as it strengthens professional relationships and reconfirms already existing members’ central position. Lastly, active engagement in a professional community of practice offers a means of potential growth for novice teachers and central members. Access to communal resources such as new knowledge, stories and artifacts is acquired and aids in establishing novices’ competency.

  20. Students’ Perceptions on Professional Competence of Lecturers at the Department of Arabic Education, Faculty of Islamic Education and Teacher Training, State Institute for Islamic Studies IB Padang

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    Rehani Rehani

    2015-03-01

    Full Text Available This research examines students’ perception on professional competence of Arabic education department lecturers. It seeks to answer questions whether or not educational background, level of education, age, and gender correlate with lecturers’ professional competent. In this study, students are asked to answer questions on their lecturers’ 1 mastery of subject matters, 2 pedagogical knowledge, 3 attitudes, 4 discipline, 5 clarity on the assessment procedure, 6 the use of teaching media and students’ learning achievement. The findings of the study suggest that over 50% of students perceive their lecturers (those who teach in department of Arabic Education are qualified enough to carry out their professional responsibilities. The research also uncovers that lecturers’ background education, such as between those who graduated from local and overseas universities, does not show any significant difference in their ways of classroom practices. However, the research found that level of education indeed influences lecturer’s ways of teaching, especially on the aspects that become the focus of this research. In addition, age does not show much different but in some instances, senior lecturers are more capable at pedagogical content knowledge, assessment, and better of in term of the attitude. Finally, this research also found that gender difference does make difference. Female lecturers, for example are found to be better in all aspects measured for this study.  Copyright © 2015 by Al-Ta'lim All right reserved