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Sample records for professional work teacher

  1. The Work, Perceptions and Professional Development of Teachers

    Science.gov (United States)

    Silva, Ana Maria; Herdeiro, Rosalinda

    2014-01-01

    This article presents work from an ongoing investigation, where the objective is to understand the impact of recent Portuguese legislation--the Teaching Career Statute and its respective Evaluation of Teacher Performance regulations--on the (re)construction of teacher identity, the teaching career and professional development. From an analysis of…

  2. Professional learning communities: Teachers working collaboratively for continuous improvement

    Science.gov (United States)

    Griffith, Louise Ann

    Current research indicates that a professional learning community (PLC) is an effective means for helping teachers to bridge the gap between research and practice. A PLC is a team of educators systematically working together to improve teaching practice and student learning. This study evaluated the PLC formed by teachers at a public elementary school. A 2-part formative assessment was conducted: an implementation evaluation to determine if PLC practices were in place and an evaluation to determine the PLC's progress towards meeting its goals. The PLC consisted of 6 4th grade and 5th grade teachers working to increase their science content and pedagogical knowledge. The foundation of this PLC was based in 4 areas of educational research and theory: constructivism, social learning, multiple intelligences, and differentiated instruction. Data were collected by means of interviews, participant observation, and analysis of artifacts. Data were then analyzed using an iterative set of phases: data reduction, data display, conclusion drawing and verification. The implementation evaluation showed that the PLC was in the developing stage. The progress evaluation showed that the PLC was making significant progress towards its goals of increased collaboration and pedagogical knowledge, but there was insufficient evidence to determine if participants' science content knowledge improved. An executive summary of the results and recommendations was presented to the stakeholders. The positive social change implications include knowledge useful for educators who are searching for direction in improving the quality of professional development offered to elementary teachers.

  3. "New Professionalism," Workforce Remodeling and the Restructuring of Teachers' Work

    Science.gov (United States)

    Stevenson, Howard; Carter, Bob; Passy, Rowena

    2007-01-01

    Since its election in 1997 the Labour government's policy has sought to promote a "new professionalism" amongst teachers. First mooted at the time when new performance management arrangements were introduced, the discourse of new professionalism has now become closely associated with the "workforce remodeling" agenda in which…

  4. When teacher clusters work: selected experiences of South African teachers with the cluster approach to professional development

    Directory of Open Access Journals (Sweden)

    Loyiso C Jita

    2014-06-01

    Full Text Available Recent scholarship on teacher professional development has shown renewed interest in collaborative forms of teacher learning. Networks, communities of practice and clusters are related concepts that describe forms of collaboration between schools and/or teachers that encourage such learning. In South Africa, teacher clusters represent a relatively recent and popular experiment in teacher professional development. However, there is no verdict yet about their effectiveness. While the utility of such collaborative structures for teacher learning is fairly well established in many developed countries, we still know very little about how the intended beneficiaries (the teachers experience these non-traditional structures of professional development. Using qualitative data from a large-scale research project, we explore teachers' perspectives on what constitutes a successful clustering experience, and the kinds of professional development benefits they derive from their participation therein. Our major findings are twofold: First, clusters seem to enhance teachers' content knowledge and pedagogical content knowledge. Second, and somewhat unexpectedly, the teachers identified another set of benefits, the so-called "process benefits" that include collaboration, instructional guidance and teacher leadership. In a context where teachers have tended to work solo and insulated their classroom practices from influence, the presence of the "process benefits" represents a significant finding. We conclude the paper by exploring several possible directions for further research on these process benefits of clusters for teachers in South Africa and elsewhere.

  5. Improving of professional training of future primary school teachers by means of independent work

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    Інна Анатоліївна Нагрибельна

    2015-03-01

    Full Text Available The issue of independent professional and methodological training of future primary school teachers in the context of higher education reforming in Ukraine is analyzed in the article. The attention is focused on the role of independent work as an important means of students' professional development. The model of the individual work topic in the course "Methods of Teaching Ukrainian Language" is given

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

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    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.

  7. 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…

  8. Perceived Work-Life Balance Ability, Job Satisfaction, and Professional Commitment among Agriculture Teachers

    Science.gov (United States)

    Sorensen, Tyson J.; McKim, Aaron J.

    2014-01-01

    Agriculture teachers participate in various work and life roles, which can create challenges when trying to balance the pressures and responsibilities associated with each role. When one is unable to balance and prioritize between roles, both satisfaction and professional commitment may be reduced. The purpose of this study was to describe Oregon…

  9. Teacher Work Environments Are Toddler Learning Environments: Teacher Professional Well-Being, Classroom Emotional Support, and Toddlers' Emotional Expressions and Behaviours

    Science.gov (United States)

    Cassidy, Deborah J.; King, Elizabeth K.; Wang, Yudan C.; Lower, Joanna K.; Kintner-Duffy, Victoria L.

    2017-01-01

    The current study examines the professional well-being of teachers, the classroom emotional support, and the emotional experiences of toddlers in their care. Professional well-being of teachers is conceptualized to include teacher feelings about their work, autonomy in decision-making, actual wages, and perceptions of fairness of wages within the…

  10. 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.

  11. The Relationship between Psychological Capital and Professional Commitment of Preschool Teachers: The Moderating Role of Working Years

    Science.gov (United States)

    Lee, Hsing-Ming; Chou, Mei-Ju; Chin, Chia-Hui; Wu, Ho-Tang

    2017-01-01

    The purpose of this research mainly lies in exploration of influence of psychological capital of preschool teachers on professional commitment, and moderation effect of their working years on the influential relationship between psychological capital and professional commitment. 400 Taiwan preschool teachers took part in this research as the…

  12. Professional Competences of Preschool Teachers for Working with Gifted Young Children in Slovenia

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    Sonja ČOTAR KONRAD

    2016-12-01

    Full Text Available Recognizing giftedness in young preschool children presents an important challenge to all educators. Because giftedness needs nurturing, the aim of the research was to emphasize the importance of gifted children’s right to adequate educational opportunities, which will stimulate the optimal development of their potentials. In order to achieve the latter, appropriately qualified preschool teachers are needed, in both diagnostic (the identification of the preschool gifted children and educational field. The main purpose of the study (N=180 was to analyse professional qualifications and attitudes of preschool teachers in the area of identifying and working with gifted children from age 2 to age 6. The non–experimental causal method was used. The results of the research in Slovenia show the following problems: preschool teachers are inadequately informed about the issues concerning working with gifted children; they tend to have low self-competence in identifying personal characteristics of gifted children and in the appropriate use of teaching strategies when working with them; they stress the necessity for further education and professional training in the field of gifted children education.

  13. An Investigation on Balance between Professional and Personal Work of Women Teachers

    Science.gov (United States)

    Priya, J. Johnsi

    2017-01-01

    The present study aims to examine the work-life balance of women teachers in Chennai city. In this normative survey study, 100 women teachers were selected as sample by using convenient sampling technique. The data were collected from 100 women teachers who are working in eight Higher Secondary Schools at chennai city using the Work-life Balance…

  14. The Influence of TeachersProfessional Competence and Work's Discipline on Teachers” Performance Moderated by Organizational Climate

    OpenAIRE

    Subandi,

    2015-01-01

    This study aimed to analyze and test the Influence of Professional Competence and Discipline Work on the Performance of elementary school teachers throughout the District Tirto Pekalongan with Organizational Climate moderated.This type of research is a field research (field research), using a quantitative approach. The population in this study is a civil servant teachers in the district elementary Tirto Pekalongan regency totaling 213 teachers. Samples were taken using purposive technique of ...

  15. Student-Teachers' Supervision as a Professional Development Activity: Building Work-Related Skills

    Science.gov (United States)

    Minott, Mark A.; Willett, Ionie Liburd

    2011-01-01

    The purpose of this research was to identify and outline the work-related skills that cooperating teachers in the Cayman Islands and Saint Kitts-Nevis developed or reinforced as they supervised student-teachers. A qualitative case-study methodology was used. The findings indicate that cooperating teachers developed and reinforced essential…

  16. Learning from Japanese Approach to Teachers' Professional Development: Can "Jugyou Kenkyu" Work in Other Countries?

    Science.gov (United States)

    Masami, Matoba; Reza, Sarkar Arani M.

    2005-01-01

    This paper tries to present a careful analysis of current trends and challenges to importing Japanese model of teachers' professional development. The objective is to examine what "we" can learn from Japanese approach to improving instruction, especially "Jugyou Kenkyu" (Lesson Study) as a collaborative research on the…

  17. Scientific-research work with a main element of a professional training of a future physical culture teacher

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    Denysenko N.G.

    2010-05-01

    Full Text Available Attitude of future teachers of physical culture is found out toward research work. To the tasks researches were attracted by a questionnaire 227 students of fourth courses of pedagogical colleges. It is set that the students of pedagogical colleges are not ready for research work. Work foresees application of experimental results at introduction of the newest health technologies in modern practice of physical culture. Future teachers, does not know where and it is for what purpose possible to apply such technologies in professional activity. Majority the polled is sure of necessity of application of the newest health technologies in the process of physical education of modern schoolboys.

  18. 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…

  19. 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...

  20. 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,…

  1. 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

  2. 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...

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

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    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.

  4. 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…

  5. 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…

  6. 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…

  7. Determinants of professional distortion development in medical personnel, teachers and psychologists, working in the industrial disaster zone

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    Leonova, Anna B.

    2013-09-01

    Full Text Available This article presents research results regarding the determinants and individual predictors of professional distortions in the medical personnel, teachers, and psychologists who were involved in long-term programs of human relief assistance after a catastrophic accident at the Sayano-Shushenskaya hydroelectric power station. The research aim was to analyze the factors influencing the increase in and the accumulation of occupational stress in the groups investigated. The stress studied was caused by strong emotional tension in 3 months of intensive work after the accident. The extraordinary situation served as a challenge, a kind of “strength test” for individual adaptation, which led to the manifestation of extreme adaptation options (destructive and constructive forms and allowed us to clarify the factors that contributed to their development. The research showed that, in this situation, psychological (in particular, emotional resources and individual coping characteristics played a determinative role in professional adaptation.

  8. 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…

  9. Novice Teachers as Organisational People: Expectations of a Professional Work Environment, Collegiality, Recognition and Respect

    Science.gov (United States)

    Gavish, Bella; Friedman, Isaac A.

    2011-01-01

    This study introduces a model of novice teachers' expectations together with supporting empirical evidence. The model is sectorial, distinguishing novice teachers' expectations according to their reciprocal relations with their partners in the school. The study investigated 237 teachers attending internship programmes at five large teachers…

  10. Restructuring Teachers' Work

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    Lisa Kirtman

    2002-05-01

    Full Text Available Despite repeated attempts to reform schools, teachers' work has remained surprisingly stable. The purpose of this study was to investigate implementation of a state-funded restructuring initiative that intended broad changes in teachers' professional roles. Sponsors of the founding legislation reasoned that changes in teachers' roles would contribute to higher student achievement. This study examined the question of whether and how this program of comprehensive whole-school change promoted changes in teachers' roles in school governance, collegial relations, and the classroom. Further, the study traced the relationship of these changes to one another, and weighed the likelihood that they had the capacity to affect core educational practices. Theoretically, this study is situated in the available literature on teachers' collegial relations; participation in shared decision making; and classroom roles, relationships and practice. Three elementary schools served as the sites for intensive qualitative data collection completed over a two-year period. The schools differed in geographic location (two urban, one rural, but all enrolled a racially, ethnically and linguistically diverse population of students, and more than half of the students in each school qualified for free or reduced price lunch. The study resulted in multiple types and sources of data on teachers' professional roles, including: observations in classrooms, collegial interactions, and governance situations; interviews with teachers (including teacher leaders, parents, administrators, and students; and documents pertaining to the restructuring plans and process. Findings show that changes in the three areas were achieved unevenly in the three schools. All three schools introduced changes in classroom practice and roles, ranging from the adoption of multi-age classrooms to more modest innovations in curriculum or instruction. In only one case were changes in professional roles outside

  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. Professional Development for Experienced Teachers Working with Adult English Language Learners. CAELA Network Brief

    Science.gov (United States)

    Rodriguez, Amber Gallup; McKay, Sharon

    2010-01-01

    Despite high staff turnover and a predominance of part-time positions in the field of adult education some adult education teachers create careers for themselves that span many years--even decades. According to the U.S. Department of Education (2007), teachers are the most important factor in improving student achievement. Knapp (2003) points out…

  13. Engaging Second-Stage Teachers in Their Work: The Role of Professional Culture in Schools

    Science.gov (United States)

    Kirkpatrick, Cheryl Lynne

    2009-01-01

    Educational researchers acknowledge that teachers make a difference in the educational outcomes of youth (Boyd, Lankford, Loeb, Rockoff, & Wyckoff, 2008; Darling-Hammond, 2000; Hanushek, 1992; Hanushek & Rivkin, 2007; Johnson, 2006; Sanders & Rivers, 1996; Sanders & Horn, 1998). However, staffing schools with qualified teachers has proven…

  14. Teachers Performing Professionalism

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    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.

  15. Autonomy, Candour and Professional Teacher Practice: A Discussion Inspired by the Later Works of Michel Foucault

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    Raaen, Finn Daniel

    2011-01-01

    Autonomy is considered to be an important feature of professionals and to provide a necessary basis for their informed judgments. In this article these notions will be challenged. In this article I use Michel Foucault's deconstruction of the idea of the autonomous citizen, and his later attempts to reconstruct that idea, in order to bring some new…

  16. Teacher Professional Experience and Performance: Impact of the Work Environment and General Welfare in Malaysian Secondary Schools

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    Malakolunthu, Suseela; Idris, Abdul Rahman; Rengasamy, Nagappan C.

    2010-01-01

    This study investigated the work environment and general welfare of the Malaysian secondary school teachers. Past studies have explicated that the experience of work environment and general welfare exerted a direct influence on the performance of the teachers, hence student outcome. In the factor analysis, the study identified six factors, namely…

  17. 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…

  18. Professional Development: What Works? Q&A with Dr. Hilda Borko. REL Mid-Atlantic Teacher Effectiveness Webinar Series

    Science.gov (United States)

    Regional Educational Laboratory Mid-Atlantic, 2013

    2013-01-01

    In this webinar, Dr. Hilda Borko, professor, Stanford University Graduate School of Education, presented examples of promising models of professional development, including the Problem-Solving Cycle, Learning and Teaching Geometry, and the use of videos as tools for teacher learning. This Q&A addressed the questions participants had for Dr.…

  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. 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

  1. 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…

  2. 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…

  3. Professional Vision and the Politics of Teacher Learning

    Science.gov (United States)

    Lefstein, Adam; Snell, Julia

    2011-01-01

    This article explores the political dimensions of teacher learning, both in theoretical work on teacher professional vision, and in an empirical study of video-based teacher professional development. Theoretically, we revisit the origins of "professional vision" in linguistic anthropology and trace the concept's evolution in teacher…

  4. 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…

  5. 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.

  6. Becoming Language Professionals: Identity Work and Pedagogical Decisions by Secondary School L2 Teachers of Spanish and French

    OpenAIRE

    Heidenfeldt, William Allen

    2015-01-01

    This dissertation examines the ways in which three focal high school teachers of second language (L2) French and Spanish in California construct and enact their professional identities as multilingual subjects with diverse linguistic repertoires. By drawing from multiple disciplines, including sociolinguistics, psychology, and education, I examine how social and biographical factors influence language learning and teaching and also how language instructors participate in the construction of t...

  7. 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.…

  8. 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.

  9. Professional Competency Differences among High School Teachers in Indonesia

    Science.gov (United States)

    Mustafa, M. Nur

    2013-01-01

    This study aims to evaluate the levels of professional competency among high school teachers as well as to identify the differnces based on gender and work experience, as the teachers' professional competency level is of paramount importance in quality of teaching and learning and students' achievements. The study sample involved 327 teachers from…

  10. Enrolling science teachers in continual professional development

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

    2010-01-01

    The theoretical paper presents a model of how science teachers working in small groups can use video to diagnose the challengees that students face when learning science content, and how they can then design and refine appropriate teaching interventions. The analysis and discussion suggest...... that the proposed professional development program, based around group learning, should be formatively assessed, researched and refined over time following the principles of design based research, likewise the teachers' classroom interventions....

  11. Enrolling science teachers in continual professional development

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

    2010-01-01

    The theoretical paper presents a model of how science teachers working in small groups can use video to diagnose the challengees that students face when learning science content, and how they can then design and refine appropriate teaching interventions. The analysis and discussion suggest that t...... that the proposed professional development program, based around group learning, should be formatively assessed, researched and refined over time following the principles of design based research, likewise the teachers' classroom interventions....

  12. 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…

  13. On the Issue of Individual Culture in Teachers in the Context of Approbation and Implementation of Professional Standard for Teachers on Municipal Level (From the Author’s Work Experience

    Directory of Open Access Journals (Sweden)

    Mityashov P.V.,

    2016-07-01

    Full Text Available The author of the article refers to one of the most difficult for realization directions of the work of managers of different levels with teaching staff - the expansion of cultural horizons, formation of particular outlook and development of intelligence of the modern school teacher. From his point of view, this direction is a necessary condition for approbation and implementation of the professional standard "Teacher (educational activities in the field of preschool, primary general, basic general, secondary education (tutor, teacher" (hereinafter - Professional standard of the teacher and in general - requirement of life. Analyzing the overall situation in terms of readiness of the teacher to work in the context of the development of the federal state educational standard for general education (hereinafter referred to as FSES, approbation of professional standard, the author refers to the experience of educational management body of Novonikolaevsk municipal district of the Volgograd region offering concrete steps and measures for solution of the overall problem of general culture of teacher personality.

  14. 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....

  15. Examining the Relationships between the Level of Schools for Being Professional Learning Communities and Teacher Professionalism

    Science.gov (United States)

    Cansoy, Ramazan; Parlar, Hanifi

    2017-01-01

    The objective of this study is to examine the relationships between the levels of schools for being professional learning communities and teacher professionalism based on teachers' perceptions. The participants were a total of 543 teachers working at elementary, middle and high schools in the Eyüp District of Istanbul. The data were gathered…

  16. 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.

  17. 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…

  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. 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.…

  20. How Do Novice Teachers in Finland Perceive Their Professional Agency?

    Science.gov (United States)

    Eteläpelto, Anneli; Vähäsantanen, Katja; Hökkä, Päivi

    2015-01-01

    This study investigated novice teachers' perceptions of their professional agency during the initial years of their work in schools. The research questions were: (i) How do novice teachers perceive their professional agency within their work, and what do they see as the main restrictions and resources affecting that agency? (ii) How do novice…

  1. 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…

  2. 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

  3. 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

  4. 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...

  5. 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…

  6. 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…

  7. 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;…

  8. Professional development that works: Impacting elementary science teachers' learning and practice during the implementation of an inquiry-oriented science curriculum

    Science.gov (United States)

    Schlang, Jodi A.

    One of the most important factors for developing science literacy for all students is teacher knowledge of science content and pedagogy. This study was designed to evaluate the impact of professional development on teacher learning, changes in teacher behavior, and student learning. The goal was to develop a deeper understanding of how the Elementary Science Teaching and Learning (ESTL) program affected teacher learning and changed teacher behavior in the classroom. This study also provided insight into the effect of the ESTL program on student learning during the first year of the professional development. This mixed method case study was used to examine the link between participation in the ESTL program, teacher learning, changes in teacher classroom behavior, and student learning. Qualitative observations and videotaped sessions provided rich description of the professional development and implementation of inquiry-oriented strategies in participant's classrooms. Artifacts and interviews provided evidence of teacher learning and changes in teacher behaviors. Quantitative data included self-report survey data examining changes in teacher behavior and the measurement of student learning used both science district assessment scores and CSAP writing scores. Key findings include: (1) teacher learning was reported in the areas of questioning and scope and sequence of the curriculum occurred; (2) statistically significant changes teacher behavior were reported and were noted in teacher interviews; (3) participation in the ESTL program did not positively impact student learning; (4) unanticipated findings include the role of camaraderie in professional development and the role of additional training in teacher's confidence in both their own teaching and in helping others; and, (5) teacher's perceptions identified the role of inquiry-based science curriculum as providing the rich experiences necessary for improved student writing. Overall participation in the ESTL

  9. 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…

  10. Theorising Teacher Professionalism as an Enacted Discourse of Power

    Science.gov (United States)

    Hilferty, Fiona

    2008-01-01

    In this article I elaborate a theoretical framework for examining teacher professionalism as an enacted discourse of power. Central to this framework is an understanding of professionalism as a process that relates to the ways teachers attempt to influence the quality and character of their work. For subject teaching associations this process…

  11. 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…

  12. 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…

  13. Motivation, Work Satisfaction, and Teacher Change among Early Childhood Teachers

    Science.gov (United States)

    Wagner, Brigid Daly; French, Lucia

    2010-01-01

    This study tests the explanatory power of Deci and Ryan's (1985) self-determination theory as a framework for describing how interactions between early childhood teachers and the systems within which their work is embedded influence motivation for professional growth and change in teaching practice. Fifty-four early childhood teachers and teacher…

  14. Examining the Relationship between Teacher Leadership Culture and Teacher Professionalism: Quantitative Study

    Science.gov (United States)

    Parlar, Hanifi; Cansoy, Ramazan; Kilinç, Ali Çagatay

    2017-01-01

    The aim of this study was to examine the relationships between schools' levels of having teacher leadership culture and teachers' professional behaviors. A total of 254 teachers working in primary and secondary schools located in Üsküdar district of Istanbul province participated in the study. The "Teacher Leadership Culture Scale" and…

  15. Teacher Emotion and Learning as Praxis: Professional Development That Matters

    Science.gov (United States)

    Yoo, Joanne; Carter, Don

    2017-01-01

    This ethnographic study analyses the diverse emotions emerging within one teacher professional development workshop that engaged teachers as creative writers. Participating teachers revealed a vibrant range of positive and negative emotions as they worked within institutional discourses that conflicted with their intrinsic beliefs about effective…

  16. Examining the Relationship between Teachers' Individual Innovativeness and Professionalism

    Science.gov (United States)

    Parlar, Hanifi; Cansoy, Ramazan

    2017-01-01

    The aim of this study was to examine the relationship between teachers' individual innovativeness and their teacher professionalism. The participants were 567 teachers working in elementary, middle and high schools located across Istanbul. The data were gathered through the "Individual Innovativeness Scale" and the "Teacher…

  17. Teacher Professionalism and Team Performance Pay: A Mixed Methods Study

    Science.gov (United States)

    Wells, Pamela; Combs, Julie P.; Bustamante, Rebecca M.

    2012-01-01

    The purpose of this mixed methods research study was to explore teachers' perceptions of their professional behaviors when they worked in schools that awarded team performance pay. Teachers' archival responses from two questionnaires were analyzed using mixed methods data analysis techniques (Year 1, n = 368; Year 2, n = 649). Most teachers had…

  18. Enrolling science teachers in continual professional development

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

    2010-01-01

    The theoretical paper presents a model of how science teachers working in small groups can use video to diagnose the challenges that students face when learning science content, and how they can then design and refine appropriate teaching interventions. The analysis and discussion suggest...... that the proposed professional development program, based around group learning, should be formatively assessed, researched and refined over time following the principles of Design Based Research, likewise the teachers’ classroom interventions....

  19. Enrolling science teachers in continual professional development

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

    2010-01-01

    The theoretical paper presents a model of how science teachers working in small groups can use video to diagnose the challenges that students face when learning science content, and how they can then design and refine appropriate teaching interventions. The analysis and discussion suggest that th...... that the proposed professional development program, based around group learning, should be formatively assessed, researched and refined over time following the principles of Design Based Research, likewise the teachers’ classroom interventions....

  20. [The relationship between emotional labor and professional burnout: A comparative analysis between work of teachers and employees of commercial service sector].

    Science.gov (United States)

    Springer, Agnieszka; Oleksa, Karolina

    2017-07-26

    Nowadays more and more employees are required to perform emotional labor (EL) which means that they need to express emotions set by the organizational procedures, simultaneously masking the true feelings. Employees, while performing emotional labor, choose between one of the two strategies (surface acting or deep acting) and this leads to e.g., burnout. As the performance of emotional labor and its consequences depend on the specification of work and chosen strategy, it was assumed that the consequences of EL may be different for workers in various occupations. The authors performed a comparative analysis between teachers (N = 129) and professionals of commercial service sector (N = 136). In the analysis the Polish adaptation of deep acting and surface acting scale (DASAS) and the Polish version of OLBI (Oldenburg Burnout Inventory) were used. The statistical verification of hypotheses showed that employees of commercial service sector show a greater tendency toward choosing surface acting than teachers. Furthermore, in the group of teachers negative consequences are more related to emotional exhaustion, while both components of burnout are at the same level among employees of the other group. In both groups of respondents surface acting leads to the increase in burnout. Emotional labor can lead to a variety of negative consequences, e.g., burnout or psychosomatic diseases. Based on this knowledge, organizations can develop standards for the expression of emotions and preventive actions, such as identification with organization, which can counteract the negative EL consequences. Med Pr 2017;68(5):605-615.

  1. 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

  2. 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…

  3. 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.

  4. Work motivation among healthcare professionals.

    Science.gov (United States)

    Kjellström, Sofia; Avby, Gunilla; Areskoug-Josefsson, Kristina; Andersson Gäre, Boel; Andersson Bäck, Monica

    2017-06-19

    Purpose The purpose of this paper is to explore work motivation among professionals at well-functioning primary healthcare centers subject to a national healthcare reform which include financial incentives. Design/methodology/approach Five primary healthcare centers in Sweden were purposively selected for being well-operated and representing public/private and small/large units. In total, 43 interviews were completed with different medical professions and qualitative deductive content analysis was conducted. Findings Work motivation exists for professionals when their individual goals are aligned with the organizational goals and the design of the reform. The centers' positive management was due to a unique combination of factors, such as clear direction of goals, a culture of non-hierarchical collaboration, and systematic quality improvement work. The financial incentives need to be translated in terms of quality patient care to provide clear direction for the professionals. Social processes where professionals work together as cohesive groups, and provided space for quality improvement work is pivotal in addressing how alignment is created. Practical implications Leaders need to consistently translate and integrate reforms with the professionals' drives and values. This is done by encouraging participation through teamwork, time for structured reflection, and quality improvement work. Social implications The design of the reforms and leadership are essential preconditions for work motivation. Originality/value The study offers a more complete picture of how reforms are managed at primary healthcare centers, as different medical professionals are included. The value also consists of showing how a range of aspects combine for primary healthcare professionals to successfully manage external reforms.

  5. 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…

  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. 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. 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.

  9. 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

  10. 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…

  11. 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…

  12. The relationship between emotional labor and professional burnout: A comparative analysis between work of teachers and employees of commercial service sector

    Directory of Open Access Journals (Sweden)

    Agnieszka Springer

    2017-10-01

    Full Text Available Background: Nowadays more and more employees are required to perform emotional labor (EL which means that they need to express emotions set by the organizational procedures, simultaneously masking the true feelings. Employees, while performing emotional labor, choose between one of the two strategies (surface acting or deep acting and this leads to e.g., burnout. As the performance of emotional labor and its consequences depend on the specification of work and chosen strategy, it was assumed that the consequences of EL may be different for workers in various occupations. Material and Methods: The authors performed a comparative analysis between teachers (N = 129 and professionals of commercial service sector (N = 136. In the analysis the Polish adaptation of deep acting and surface acting scale (DASAS and the Polish version of OLBI (Oldenburg Burnout Inventory were used. Results: The statistical verification of hypotheses showed that employees of commercial service sector show a greater tendency toward choosing surface acting than teachers. Furthermore, in the group of teachers negative consequences are more related to emotional exhaustion, while both components of burnout are at the same level among employees of the other group. In both groups of respondents surface acting leads to the increase in burnout. Conclusions: Emotional labor can lead to a variety of negative consequences, e.g., burnout or psychosomatic diseases. Based on this knowledge, organizations can develop standards for the expression of emotions and preventive actions, such as identification with organization, which can counteract the negative EL consequences. Med Pr 2017;68(5:605–615

  13. 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…

  14. 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…

  15. Early Career Teachers' Beliefs about Their Preparedness to Teach: Implications for the Professional Development of Teachers Working with Gifted and Twice-Exceptional Students

    Science.gov (United States)

    Rowan, Leonie; Townend, Geraldine; Ewing, Bronwyn Frances

    2016-01-01

    Teachers have a major impact upon the educational achievements and psychological well-being of gifted students. Interestingly, however, relatively little is known about how well-prepared early career teachers believe themselves to be to take up this challenge. This makes the development of appropriately targeted and specifically focused…

  16. 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…

  17. The Relationship between Teachers' Occupational Professionalism and Organizational Alienation

    Science.gov (United States)

    Yorulmaz, Yilmaz Ilker; Altinkurt, Yahya; Yilmaz, Kursad

    2015-01-01

    The purpose of this study is to determine the relationship between occupational professionalism and organizational alienation levels of teachers. The study is designed as a survey model. The sample of the study consists of 303 teachers working in the Mugla province of Turkey. Participants were selected by using the disproportionate cluster…

  18. 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…

  19. 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…

  20. 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."

  1. 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…

  2. Working conditions, work style, and job satisfaction among Albanian teachers

    Science.gov (United States)

    Kloep, Marion; Tarifa, Fatos

    1994-03-01

    For the first time in Albania, a large-scale study investigating teachers' working conditions was conducted. 349 teachers from many parts of the country and from all school levels answered an extensive questionnaire, providing a comprehensive description of their working situation. As data for parts of the study exist from the USA, Germany, Singapore, England, and Poland, results could be discussed in comparison to the conditions in these countries, showing that self-reported job satisfaction and engagement in effective classroom practices is relatively high among Albanian teachers, while the economic and physical conditions are bad. Stepwise regression analyses reveal that the items measuring professional autonomy account for a considerable part of the variance of the job satisfaction measure; while work efficiency is mainly predicted by items measuring social support and, again, professional autonomy.

  3. Burnout in Professionals Working with Deaf Children.

    Science.gov (United States)

    Meadow, Kathryn P.

    1981-01-01

    Two hundred forty deaf education professionals completed an inventory on burnout, career motivation, and job satisfaction. Teachers of deaf students were more likely to experience burnout than teachers of nonhandicapped children and teachers aged 27 through 30 expressed the highest degree of emotional exhaustion. (CL)

  4. 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.

  5. SOCIO-PROFESSIONAL ASPECTS OF WORK BALANCE SYSTEM APPROACH

    Directory of Open Access Journals (Sweden)

    ZUBENSCHI Mariana

    2017-11-01

    Full Text Available The purpose of this study was to investigate the relationsbetween professional demands and psychosocial factors related to the professional activity, environment and professional culture, as well as conditions and factors of human wellbeing and health, among doctors, teachers and social workers, in a sample of 288 Moldovan professionals. The short version of Copenhagen Psychosocial Questionnaire (COPSOQ were used for data collection. This questionnaire was used to establish the professional psychosocial factors that evaluate working conditions, health and wellbeing in the workplaces of these three professional sphere. As hypothesized, the Pearson correlations revealed that emotional demands, demands for responsibility at work, influence at work, degree of freedom at work, meaning of work, commit¬ment to the workplace, wellbeing and health were positive predictors of psychologi¬cal factors related to the professional activity in Moldova.

  6. 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

  7. 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

  8. 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 ...

  9. 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.

  10. 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.

  11. 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'

  12. 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…

  13. 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.

  14. 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…

  15. 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 ...

  16. 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),…

  17. 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…

  18. 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 ...

  19. 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…

  20. 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

  1. 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…

  2. 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...

  3. Incorporating Geospatial Technology into Teacher Professional Development

    Science.gov (United States)

    Sproles, E. A.; Songer, L.

    2009-12-01

    The need for students to think spatially and use geospatial technologies is becoming more critical as these tools and concepts are increasingly incorporated into a broad range of occupations and academic disciplines. Geospatial Teaching Across the Curriculum (Geo-STAC) is a collaborative program that provides high school teachers with mentored professional development workshops in geospatial thought and technology. The seminars, led by community college faculty, give high school teachers the ability to incorporate geospatial technology into coursework across the curriculum — in Science, Technology, Engineering, and Math (STEM) and non-STEM disciplines. Students participating in the hands-on lessons gain experience in web-based and desktop Geographic Information Systems (GIS). The goals of the workshop are for teachers to: (1) understand the importance of geospatial thinking; (2) learn how to employ geospatial thinking in each discipline; (3) learn about geospatial technologies; (4) develop a Web-based GIS lesson; and, (5) implement a Web-based GIS lesson. Additionally, Geo-STAC works with high school students so that they: (1) understand the importance of geospatial technologies and careers in future job markets; (2) learn how to use Web-based GIS to solve problems; and, (3) visit the community college GIS lab and experience using desktop GIS. Geo-STAC actively disseminates this collaborative model to colleges to community colleges and high schools across the country.

  4. 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.…

  5. 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,…

  6. 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.

  7. 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.

  8. 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.

  9. Learning Goals Achievement of a Teacher in Professional Development

    Directory of Open Access Journals (Sweden)

    Siti Marfu’ah

    2017-04-01

    Full Text Available This study aimed to describe the achievement of teacher learning in cognitive, affective and psychomotor in conducting professional development. This study was categorized as a descriptive study. The respondents of this study were teachers and students in the Department of Electrical Engineering at a Vocational Secondary School in Bangka Belitung. Methods of data collection used questionnaires. The data were analyzed with descriptive analysis. The results of this study consisted of: (1 teachers’ opinion, most teachers had worked very well in learning of cognitive, affective, and psychomotor, (2 students’ opinion, several teachers had succeeded in cognitive learning, and managed very well on affective and psychomotor learning.

  10. Theorising about Mathematics Teachers' Professional Knowledge: The Content, Form, Nature, and Course of Teachers' Knowledge

    Science.gov (United States)

    Scheiner, Thorsten

    2015-01-01

    The guiding philosophy of this theoretical work lays in the argument that mathematics teachers' professional knowledge is the integration of various knowledge facets derived from different sources including teaching experience and research. This paper goes beyond past trends identifying what the teachers' knowledge is about (content) by providing…

  11. Linking Job-Embedded Professional Development and Mandated Teacher Evaluation: Teacher as Learner

    Science.gov (United States)

    Derrington, Mary Lynne; Kirk, Julia

    2017-01-01

    This study explores the link between individualized, job-embedded professional development and teacher evaluation. Moreover, the study explores and describes job-embedded strategies that principals used to facilitate teacher development while working within a state-mandated evaluation system. The theoretical frame utilized four elements of…

  12. 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

  13. Work Engagement of Kindergarten Teachers

    OpenAIRE

    Nick, Riika

    2012-01-01

    The purpose of this study was to find out the factors of work engagement of kindergarten teachers and the elements of these factors. Work engagement is one part of work well-being. This final thesis was a qualitative study. The method for collecting data was theme interview, which is a qualitative study method. For this study I interviewed five kindergarten teachers. The data were analyzed by thematic analysis. As a theoretical framework I used work engagement, which is divided into three...

  14. 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…

  15. 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…

  16. Music Teachers in Turkey: Their Proficiency, Working Environments and Problems

    Science.gov (United States)

    Otacioglu, Sena Gursen

    2008-01-01

    The aim of this study was the collection of data concerning Turkish music teachers' proficiency and their place in the primary and secondary education system. In addition, information was collected regarding the teachers' working environment and professional complications. A total of 200 music teachers' opinions were compiled for the determination…

  17. 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...

  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. Making Sense of the Links: Professional Development, Teacher Practices, and Student Achievement

    Science.gov (United States)

    Wallace, Marjorie R.

    2009-01-01

    Background/Context: Although there is substantial evidence that high-quality professional development can improve teacher practices, less evidence exists for the effects of teacher professional development on intermediate outcomes, such as teacher practices, and their ultimate effects on K-12 student achievement. This work links professional…

  20. 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.

  1. Implementing Action Research and Professional Learning Communities in a Professional Development School Setting to Support Teacher Candidate Learning

    Science.gov (United States)

    Shanks, Joyce

    2016-01-01

    The paper reviews teacher candidates' use of action research and the Professional Learning Community (PLC) concept to support their work in their pre-student teaching field experience. In this research study, teacher candidates are involved in a professional development school relationship that uses action research and PLCs to support candidate…

  2. Developmental Potential of Professional Test as a Method of Training Future Teachers

    Directory of Open Access Journals (Sweden)

    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.

  3. Organisational and task factors influencing teachers’ professional development at work

    NARCIS (Netherlands)

    Evers, A.T.; Heijden, B.I.J.M. van der; Kreijns, K.

    2016-01-01

    - Purpose – The purpose of this paper is to investigate organisational (cultural and relational) and task factors which potentially enhance teachers’ professional development at work (TPD at Work). The development of lifelong learning competencies and, consequently, the careers of teachers, has

  4. EFL teacher professional change in India

    Directory of Open Access Journals (Sweden)

    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.

  5. Teacher professional boundaries: online & offline

    OpenAIRE

    Morris, Zoe Anna

    2017-01-01

    The 21st century has emerged as an era of accountability and standardisation for the teaching profession (Mikulec & Miller, 2012). The current research is comprised of 4 interrelated empirical studies which measure and explore individual differences in perceptions of teacher-student boundaries in the secondary school context from an ethical perspective. This research is timely given it has been 8 years since the Teacher Code of Conduct was introduced in Victoria (The Institute, 2008). While t...

  6. Teachers' professional development: Awareness of literacy practices

    Directory of Open Access Journals (Sweden)

    Berit Lundgren

    2015-02-01

    Full Text Available 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 teaching. Interviews and observations with eight teachers were conducted to understand their literacy practices. The result indicates that sustainable development is a process that takes time. Furthermore, the study shows that the teachers relate to students' context and own experiences as a means of introducing a topic. While some teachers try to give the students access to cognitively demanding tasks, most tasks and events in the classrooms are cognitively undemanding and context-embedded. The importance of offering teachers examples of varied literacy practices and of making classroom literacy practice visible is noted.

  7. Helping Teachers Love Their Work.

    Science.gov (United States)

    Hill, Lynn T.

    1995-01-01

    Examines three reasons teachers leave their profession and approaches for helping them to love their work. Suggests that when teachers feel challenged, in control of their lives, and have a sense of belonging, their needs have been met. Then they can become the adult attachment figure that children must have in order to have their own needs…

  8. 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…

  9. 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....

  10. Can Professional Environments in Schools Promote Teacher Development? Explaining Heterogeneity in Returns to Teaching Experience.

    Science.gov (United States)

    Kraft, Matthew A; Papay, John P

    2014-12-01

    Although wide variation in teacher effectiveness is well established, much less is known about differences in teacher improvement over time. We document that average returns to teaching experience mask large variation across individual teachers and across groups of teachers working in different schools. We examine the role of school context in explaining these differences using a measure of the professional environment constructed from teachers responses to state-wide surveys. Our analyses show that teachers working in more supportive professional environments improve their effectiveness more over time than teachers working in less supportive contexts. On average, teachers working in schools at the 75th percentile of professional environment ratings improved 38% more than teachers in schools at the 25th percentile after 10 years.

  11. Training and work characteristics of mid-level nursing teachers

    Directory of Open Access Journals (Sweden)

    Vânia Marli Schubert Backes

    2015-02-01

    Full Text Available This study aimed to identify teacher training and professional performance of teachers in mid-level nursing training schools. A quantitative study performed in 2012 through questionnaires with 41 teachers from eleven mid-level nursing training schools in the states of Rio Grande do Norte and Santa Catarina. General characteristics of the teacher, initial and continued education and work characteristics are presented. It is concluded that it is necessary to point out guidelines for the training/graduation of mid-level professionals and educators, and it is also necessary to globally value teachers, not only those acting in the federal network.

  12. Teacher training, capacity building and professional capital

    DEFF Research Database (Denmark)

    Rasmussen, Jens

    as a source of innovation in the teaching context and in co-operation with peers (Mourshed, Chijoke, & Barber, 2010). A clear trend can be observed in direction of paying still more attention to the processes in school reforms, i.e. to the quality of what actually happens in schools and class rooms and how...... well it is performed. High performing countries do not only praise the quality of the individual teacher, which is important, they also focus on support on the job, the importance of strong professional learning communities, and teachers possibility of taking part in successful school development...... (Hargreaves & Fullan, 2012). Teaching in a school-system steered by competence goals requires teachers to be high-level knowledge workers who constantly advance their own professional knowledge as well as that of their profession. With today’s strong focus on student outcomes, teachers are expected to embrace...

  13. 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)....

  14. For Teachers, by Teachers: An Exploration of Teacher-Generated Online Professional Development

    Science.gov (United States)

    Rodesiler, Luke

    2017-01-01

    Participatory online professional development opportunities created for teachers by teachers have emerged with the proliferation of social media. This article presents an investigation of a voluntary, participant-driven, 5-week online professional development offering in which two high school English teachers invited colleagues at a distance to…

  15. Professional Development and Job-Embedded Collaboration: How Teachers Learn to Exercise Leadership

    Science.gov (United States)

    Hunzicker, Jana

    2012-01-01

    Research shows that professional development alone does not provide adequate leadership preparation for teachers, yet many develop into established teacher leaders. The purpose of this study was to explore how teachers learn to exercise informal leadership in the schools and districts where they work. Eight elementary teachers who lived and worked…

  16. 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

  17. NEW DISCOURSES OF TEACHER PROFESSIONALISM: A NORWEGIAN CASE

    Directory of Open Access Journals (Sweden)

    Eyvind Elstad

    2013-05-01

    Full Text Available Teacher-training programmes at the universities should be at the level of and ideally ahead of developments in the schools. When both teaching organisations and the authorities place an emphasis on efforts towards increased professionalism in the work of the teacher, it is reasonable to ask how the teacher-training programmes at the universities can and should respond.  This is taking place at a time when new management systems are being put in place within the education sector.  The purposes of this article are to place the questions relating to efforts towards increased professionalism within a theoretical framework and to use this framework to discuss challenges faced by the teacher-training programmes at the universities in particular. The theoretical framework consists of four competing visions for influence in terms of the school’s activities: professionalism, administrative management of the school sector, school democracy and marketisation. I will use this theoretical framework to discuss the possibilities and limitations for efforts towards increased professionalism and their consequences for teacher-training institutions. The solutions to the conflicts between these visions suggest that it is rational to look for a balance between several positive but partially contradictory intentions.  The efforts towards increased professionalism have consequences both for student teachers and for established teachers, whilst tools for assessing teachers and making them accountable also have deep implications for teacher training.  The manner in which these tools will be used will have consequences for the competitive situation between schools.  Product development will be important in this perspective, which means a need to develop innovation skills within the teacher’s field of work. The conclusion must be that efforts towards increased professionalism based on tools for increasing responsibility and work assessment provides the teacher

  18. (Destabilizing Self-Identities in Professional Work

    Directory of Open Access Journals (Sweden)

    Anders Buch

    2013-09-01

    Full Text Available It is characteristic of much professional work that it is performed in ambiguous contexts. Thus, uncertainty, unpredictability, indeterminacy, and recurrent organizational transformations are an integral part of modern work for, e.g., engineers, lawyers, business consultants, and other professionals. Although key performance indicators and other knowledge management systems are used to set standards of excellence for professionals, the character of professional work is still flexible, open to interpretation and heterarchical. The very successfulness (or unsuccessfulness of the work is established in a complex work context where various goals, interests, and perspectives are mediated, altered, contested, mangled, and negotiated in a process of sense-making. The work context is heterogeneously populated by various actors (e.g., the customer, the manager, the colleagues and actants (e.g., quality systems and technical equipment that give “voice” to (conflicting interpretations of what constitutes successful work. Thus, the professionals must navigate in a very complex environment where the locus of governance is far from stable. These characteristics of professional work seem to have implications for the way professionals make sense of their work and their own identities. The identity work of professionals is interwoven with their professional training and career background. With an academic training and a professional career, the individual typically identifies with the profession’s values and adopts a certain way of seeing and approaching the world. This professional outlook typically will constitute the basis of the individual’s appraisal of the work and lay out a horizon of expectations in relation to fulfillment, self-realization, and job satisfaction. In this way, the construction of self-identity becomes the yardstick for the individual’s sense-making and, a fortiori, for the individual’s sense of meaningful work. In this paper

  19. 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…

  20. Quality Professional Development for Secondary Science Teachers

    Science.gov (United States)

    Mchazlett, Dwight Henry, Jr.

    2015-01-01

    This record of study (ROS) explores the perceptions of three high school biology teachers who implemented a form of the Japanese originated Lesson Study Professional Development (LS PD) model. Additionally, this ROS reports on the perceptions of the internal stakeholders with regard to the model's viability as a potential solution to a proposed…

  1. 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…

  2. programme to the professional development of teachers

    African Journals Online (AJOL)

    skills and values required to take action for the environment. .... teachers themselves) that professional development that occurs outside the classroom .... Methodology. The research was focused within the interpretive paradigm and followed a qualitative research approach. This article reports on the findings of focus group ...

  3. Instructional Architect Teacher Professional Development Handouts

    OpenAIRE

    Recker, Mimi; Walker, Andrew; Robertshaw, M Brooke; Sellers, Linda; Leary, Heather M.

    2009-01-01

    Three handouts for the teacher professional development workshops on the Instructional Architect (IA). Starting spring 2009 the face-to-face workshop was changed to be three different days of learning about how to use the IA, inquiry based and problem based learning, evaluation of IA projects with a rubric, and creating IA projects.

  4. 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…

  5. 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.

  6. 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…

  7. Teachers' Professional Ethics from Avicenna's Perspective

    Science.gov (United States)

    Heidari, Mohammad Hossein; Heshi, Kamal Nosrati; Mottagi, Zohre; Amini, Mehrnosh; Shiri, Ali Shiravani

    2015-01-01

    The purpose of this paper is to express Avicenna's standpoints in the area of teachers' professional ethics. Making use of a qualitative approach and a descriptive-analytic method, this study attempted to describe and analyze Avicenna's viewpoints on prerequisites of teaching profession by the help of the available resources. In general, the…

  8. Teachers' Cognitions Regarding Continuing Professional Development

    Science.gov (United States)

    Wyatt, Mark; Oncevska Ager, Elena

    2017-01-01

    It is increasingly recognized that opportunities for continuing professional development (CPD) are needed to support teaching as lifelong learning, and that if these incorporate a nurturing bottom-up approach, this is more likely to lead to teacher empowerment. However, top-down approaches, including formal courses and workshops on predetermined…

  9. 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

  10. Pre-service teachers' professional learning experiences during rural ...

    African Journals Online (AJOL)

    Pre-service teachers' professional learning experiences during rural teaching practice in Acornhoek, Mpumalanga Province. ... thinking, learning and meaning making. Keywords: complexity; leadership; Mpumalanga province; pre-service teachers; professional learning; rural school, situative theory; teaching experience ...

  11. 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.

  12. Teachers' Opinions Regarding the Usage of Action Research in Professional Development

    Science.gov (United States)

    Yigit, Celal; Bagceci, Birsen

    2017-01-01

    The aim of the study is to investigate the contribution of action research to teachers' professional development. In line with this goal, a group of teachers were asked their opinions. The working group of the study is comprised of six teachers working at a state primary and middle school. The study is an example of "Case Study," one of…

  13. 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.

  14. Second Career Teachers and (Mis)Recognitions of Professional Identities

    Science.gov (United States)

    Nielsen, Ann

    2016-01-01

    Since the late 1980s there has been an increase of "second career teachers" (SCTs), professionals that switch careers to become teachers. Little is known about SCTs and their sense of professional identity. Building from Pierre Bourdieu's concepts of power and cultural capital, the professional identities of teachers were examined…

  15. 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,…

  16. Learning, Motivation, and Transfer: Successful Teacher Professional Development

    Science.gov (United States)

    McDonald, Lex

    2012-01-01

    In this article, I am concerned with three key issues of teacher professional development--teacher learning, motivation, and transfer of learning. Each issue has received minimal attention in teacher professional development literature. The three issues are discussed, and a model of an integrative professional development approach is outlined,…

  17. The Investigation of Teachers' Metaphoric Perceptions about Professional Development

    Science.gov (United States)

    Yurtseven, Nihal

    2017-01-01

    Professional development is an ongoing process in which teachers review their teaching practices and learn how to respond to their students' needs. To make the professional development process more effective, we need to define the identity of a teacher correctly and clarify the perspective about teachers' professional development. The purpose of…

  18. Investigating Rural Teachers' Professional Development, Instructional Knowledge, and Classroom Practice

    Science.gov (United States)

    Glover, Todd A.; Nugent, Gwen C.; Chumney, Frances L.; Ihlo, Tanya; Shapiro, Edward S.; Guard, Kirra; Koziol, Natalie; Bovaird, Jim

    2016-01-01

    Teachers Speak was a national survey study designed to investigate the characteristics of rural elementary school teachers' existing professional development; differences in professional development practices between rural and non-rural settings; and the potential influence of professional development characteristics on rural teachers' knowledge,…

  19. Developmental Potential of Professional Test as a Method of Training Future Teachers

    OpenAIRE

    Neumoeva-Kolchedantseva E.V.

    2018-01-01

    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 develo...

  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. Mediating Artifact in Teacher Professional Development

    Science.gov (United States)

    Svendsen, Bodil

    2015-07-01

    This article focuses on teacher professional development (TPD) in natural science through the 5E model as mediating artifact. The study was conducted in an upper secondary school, grounded in a school-based intervention research project. My contribution to the field of research on TPD is founded on the hypothesis that teachers would be best facilitated to make their practice more inquiry based if they are provided with a mediating artifact. In this study the artifact is a model 5E, which is a conceptual way of thinking, to help teachers reflect on their practice. The aim is to encourage teachers to make changes themselves, by applying extended use of inquiry into their practice. This mediated artifact could thus be used across different national contexts. The main research question is; how can the 5E model as a mediating artifact enhance TPD? The article addresses the processes of the use of the 5E model and its influence on teachers' perception of the model. This is in order for teachers to conceptualize their goals related to inquiry and scientific thinking, and to solve the problems involved in achieving those goals in their own contexts. The study concludes that, after the intervention, the teachers' approaches and strategies demonstrate greater emphasis on learning.

  2. Entanglement of science teacher's lives and work

    DEFF Research Database (Denmark)

    Daugbjerg, Peer

    This thesis focuses on science teachers’ lived experience, their social position and their teaching. The guiding question for the documented research has been: How is science teachers’ work related to their lives? The aim was to situate the voice and body of science teachers in the contemporary era...... of educational restructuring. The teachers’ work and lives in the contemporary school settings are based on the continuity of their experiences and the relations that have formed them. The interaction between critical influences and tensions shapes the personal and professional experiences, and further produces...... relates to the children and also how she plans, performs and evaluates her teaching....

  3. 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

  4. Burnout in teachers: shattered dreams of impeccable professional performance.

    Science.gov (United States)

    Friedman, I A

    2000-05-01

    Burnout usually is conceptualized as a work-related syndrome stemming from the individual's perception of a significant gap between expectations of successful professional performance and an observed, far less satisfying reality. The article examines this perception as a discrepancy between expected and observed levels of the individual's professional self-efficacy. The teaching profession and its service providers--teachers--serve as a model to illustrate and support this examination. Self-reports of novice teachers' experiences in their first year of teaching are given, reflecting a world of shattered dreams of idealistic performance. Finally, a number of suggestions for programs and activities that have proven helpful in alleviating stress and burnout among teachers are described.

  5. Crossing Borders: New Teachers Co-Constructing Professional Identity in Performative Times

    Science.gov (United States)

    Wilkins, Chris; Busher, Hugh; Kakos, Michalis; Mohamed, Carmen; Smith, Joan

    2012-01-01

    This paper draws on a range of theoretical perspectives on the construction of new teachers' professional identity. It focuses particularly on the impact of the development in many national education systems of a performative culture of the management and regulation of teachers' work. Whilst the role of interactions with professional colleagues…

  6. 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…

  7. 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…

  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...... 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....

  9. Teacher frustration and professional development: Causes, consequences and practical implications

    DEFF Research Database (Denmark)

    Noesgaard, Signe Schack

    2017-01-01

    The influence of frustration on the effectiveness of teacher professional development has previously been overlooked. This study of in-service teachers who become frustrated during professional development interventions considers the development of two Danish science teachers. Frustration theory ...... of teacher change. At a practical level, the effectiveness of teacher professional development in advancing teaching is shown to be unpredictable, requiring individualized and timely support......The influence of frustration on the effectiveness of teacher professional development has previously been overlooked. This study of in-service teachers who become frustrated during professional development interventions considers the development of two Danish science teachers. Frustration theory...... is expanded with situated learning theory to illuminate some of the complexities of teacher frustration found in the empirical case. Through multiple new perspectives on the field, the study conceptualizes transformative and regressive frustration to illustrate how frustration operates at the tipping point...

  10. Teachers' Mathematics as Mathematics-at-Work

    Science.gov (United States)

    Bednarz, Nadine; Proulx, Jérôme

    2017-01-01

    Through recognising mathematics teachers as professionals who use mathematics in their workplace, this article traces a parallel between the mathematics enacted by teachers in their practice and the mathematics used in workplaces found in studies of professionals (e.g. nurses, engineers, bankers). This parallel is developed through the five…

  11. A Case Study of Teacher Appraisal in Shanghai, China: In Relation to Teacher Professional Development

    Science.gov (United States)

    Zhang, Xiao Feng; Ng, Ho Ming

    2011-01-01

    Literature has confirmed that teacher appraisal can and should facilitate the professional development of teachers. In the past, teacher appraisal in China has been conducted mainly for administrative purposes; nowadays, it is increasingly being viewed as a means of teacher professional development. However, the way in which teacher appraisal…

  12. 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, ...

  13. 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…

  14. Tracking Professional Development of Novice Teachers When Integrating Technology in Teaching Mathematics

    Science.gov (United States)

    Gurevich, Irina; Stein, Hana; Gorev, Dvora

    2017-01-01

    This research traced changes in choices of technological tools and attitudes toward technology use among novice mathematics teachers at three stages of their professional development: as pre-service teachers, a year later, and in their work as novice teachers. At each stage, the participants were required to evaluate the benefits of technology use…

  15. Advancing Work Practices Through Online Professional Development

    DEFF Research Database (Denmark)

    Noesgaard, Signe Schack

    was not effective and subsequently terminate change that could have advanced their practices. This underlines the need to think beyond the course format to make online professional development interventions continuous, committing, and contextual. The research suggests rethinking online professional development...... as adaptive “just-in-time” technologies and proposes a design theory called “situated online professional development,” entailing six design principles for advancing work practices....

  16. Mathematics teacher professional development in and through internet use: reflections on an ethnographic study

    Science.gov (United States)

    Patahuddin, Sitti Maesuri

    2013-12-01

    This paper is a reflection on a model for mathematics teacher professional development with respect to technology. The model was informed by three interrelated concepts: (1) a theory of teacher professional development from analysis of the field, (2) the zone theory of teacher professional learning, and (3) ethnography as a method. The model was applied in a study that focused on the uses of the Internet for primary mathematics teacher professional development, particularly to exploit the potential of the Internet for professional learning and to use it in professional work. This is illustrated through selected critical events over an eight-month ethnographic intervention in a primary mathematics classroom in Australia. Though the model is theoretically grounded, it opens up questions about the power, potential, and challenges as well as its feasibility, with respect to not only the teacher but also the ethnographer.

  17. Inter-professional cooperation as collective ethics work: A contribution to inter-professional ethics

    NARCIS (Netherlands)

    dr Ed de Jonge

    2016-01-01

    Thesis: Ethics work (Banks 2012, 2016) is a stimulating concept for the ethical improvement of inter-professional cooperation. Outline: Starting point: ideal-typical professionalism Introduction to ethics work Professionalism requires inter-professional cooperation Inter-professional expansion

  18. 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.

  19. Professions in Organizations, Professional Work in Education

    Science.gov (United States)

    Vanderstraeten, Raf

    2007-01-01

    Professions are occupational arrangements for dealing with human problems. Professional "people work" requires a certain interactive closeness; face-to-face communication is prominent in professional-client relations. This also seems the case in the educational system. But in education, organization provides the "raison d'etre" of this profession.…

  20. Consumer and professional standards: working towards consensus

    OpenAIRE

    Williamson, C.

    2000-01-01

    Standards of treatment and care should be acceptable to healthcare consumers as well as to healthcare professionals. A simple categorisation of standards according to their acceptability to consumers is outlined. Professional/consumer groups which review and set standards are discussed, with emphasis on the principles of partnership. Working together towards consensus can be difficult but is now an important way forward.

  1. Digital Portfolio: a Strategy for Teachers Professional Development

    Directory of Open Access Journals (Sweden)

    R. Jans

    2008-03-01

    Full Text Available Teachers have to work with e-portfolio with theirstudents. This is a very demanding task because they neverwere educated with e-portfolio themselves. Therefore aEuropean Comenius project was submitted in 2005. In thisapproved project a whole week formation (april 2007 wasoffered to nineteen teachers from all over Europe. A yearlater they will meet again to see in what way the course hashad effects on their work with e-portfolio and students.Most interesting to notice was that the basic ICT-skills ofteachers are nowadays realized. However teachers are stillbusy with text and text-files. Rarely they uploadedmultimedia, like e.g. photo’s, video’s, youtube-movies, … intheir e-portfolio. The essential element of an e-portfolio, thepersonal and professional development plan, that forms thebackbone of the e-portfolio and offers the possibility tomake the e-portfolio an effective learning instrument wasunknown.

  2. 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...

  3. The Impact of Professional Development Schools on Teacher Leadership

    Science.gov (United States)

    Cosenza, Michael N.

    2010-01-01

    Although there is no common definition for teacher leadership, the concept is continually advanced as a key component for both the success of schools and professionalization of teachers. Studies have shown that teachers who feel empowered as leaders are more effective in the classroom. Professional development schools (PDSs) provide multiple…

  4. Professionalism of Preschool Teachers in Estonia, Finland, Sweden and Hungary

    Science.gov (United States)

    Peterson, Tiina; Veisson, Marika; Hujala, Eeva; Härkönen, Ulla; Sandberg, Anette; Johansson, Inge; Bakosi, Eva Kovacsne

    2016-01-01

    The current study investigated the ratings of Estonian, Finnish, Swedish and Hungarian preschool teachers and principals regarding the professionalism of preschool teachers within a cross-cultural context. According to reports commissioned by the European Commission and OECD, the professionalism of preschool teachers is a key factor in ensuring…

  5. A Design Framework for Online Teacher Professional Development Communities

    Science.gov (United States)

    Liu, Katrina Yan

    2012-01-01

    This paper provides a design framework for building online teacher professional development communities for preservice and inservice teachers. The framework is based on a comprehensive literature review on the latest technology and epistemology of online community and teacher professional development, comprising four major design factors and three…

  6. The Arctic Climate Modeling Program: Professional Development for Rural Teachers

    Science.gov (United States)

    Bertram, Kathryn Berry

    2010-01-01

    The Arctic Climate Modeling Program (ACMP) offered yearlong science, technology, engineering, and math (STEM) professional development to teachers in rural Alaska. Teacher training focused on introducing youth to workforce technologies used in Arctic research. Due to challenges in making professional development accessible to rural teachers, ACMP…

  7. Hidden Dimensions in the Professional Development of Mathematics Teachers

    CERN Document Server

    Roesken, B

    2011-01-01

    Professional development is often determined by black and white thinking. Either issues are considered as being good or bad, or statements like teachers should or teachers must are transported. However, it is easily forgotten from which perspective the judgment is taken, surely it is not the teacher's one. Profoundly respecting and cherishing the teachers and their needs, allows for arriving at a vision of professional development that is for and with teachers, instead being simply about them. This book presents the field of mathematics teacher professional development both from a theoretical

  8. Boundaries of Professionalization at Work

    DEFF Research Database (Denmark)

    Flensborg Jensen, Maya Christiane

    work in the west tend to privilege some workers (i.e., white, white-collar, heterosexual males) and marginalize others, especially female workers who perform “dirty”, private household services for the aging or disabled, such as home care workers. Following these studies I take a critical stance...

  9. Newly Qualified Teachers' Needs of Support for Professional Competences in Four European Countries: Finland, the United Kingdom, Portugal, and Belgium

    Science.gov (United States)

    Harju, Vilhelmiina; Niemi, Hannele

    2016-01-01

    The first few years in the teaching profession are usually demanding. Although initial teacher education forms an essential foundation for teachers' work, it cannot fully prepare new teachers for the complexities of working life. This study focuses on investigating the need for professional development support among newly qualified teachers to…

  10. Moral and Aesthetic Aspect of the Professional Training of Teachers

    Directory of Open Access Journals (Sweden)

    Olena Budnyk

    2017-06-01

    Full Text Available The article highlights the results of diagnosis of forming moral and aesthetic component of personal and professional readiness of teachers to educational activities in school. The study of moral and aesthetic readiness of students was conveyed using the method of diagnosis empathetic abilities (V. Boyko, the author's methods of detection of readiness for activities of actional moral and aesthetic sense and personal predisposition to conflict behavior (test K. Thomas. The experiment proved that future teachers have had developed moral ideals and spiritual values; and formed aesthetic consciousness (feelings, attitudes, tastes, needs, feelings and motivation and are ready for active transformative activities in the system of interpersonal communication. The majority of future teachers who participated in the study display a lack of following formed skills and abilities: attention, perception and thinking focused on the state, problems and behavior of another person; emotional sensitivity, the abilities to observe behavior of a partner, traits that promote openness, the ability to understand another person on the mutual basis due to emotional flexibility and the ability to accept other behaviour. This may adversely affect their future professional activities, including working with neglected pupils and their parents. The author considers that a high level of moral consciousness of a teacher being a unity of rational and sensual aspects to facilitate moral and aesthetic relations in professional collaboration.

  11. 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…

  12. Flipped ESL Teacher Professional Development: Embracing Change to Remain Relevant

    Science.gov (United States)

    Razak, Rafiza Abdul; Kaur, Dalwinder; Halili, Siti Hajar; Ramlan, Zahri

    2016-01-01

    Many traditional professional development programs that are initiated to equip ESL teachers with knowledge and skills have been futile for numerous reasons. This paper addresses a gap in the recent research of ESL teachers' professional development. Literature has revealed many shortcomings of the traditional and online professional development…

  13. Helping Teachers Help Themselves: Professional Development That Makes a Difference

    Science.gov (United States)

    Patton, Kevin; Parker, Melissa; Tannehill, Deborah

    2015-01-01

    For school administrators to facilitate impactful teacher professional development, a shift in thinking that goes beyond the acquisition of new skills and knowledge to helping teachers rethink their practice is required. Based on review of the professional development literature and our own continued observations of professional development, this…

  14. Teachers' Competences for Educational Work

    Directory of Open Access Journals (Sweden)

    Antea Cilic

    2015-10-01

    Full Text Available Competence is a combination of knowledge, skills, attitudes, motivation and personal characteristics enabling individuals to act actively and efficiently in a certain (specific situation. In the time of large social and technological change teachers’ role change as well. Modern changes in the u overall nurture and education system require teachers to take new roles. The aim of this paper is to explore teachers’ competence in the nurture-education process. The results show that teachers are very satisfied with the functioning of working with students. Most of them plan to work in accordance with the objectives and outcomes of each subject, using appropriate methods and techniques, they are satisfied with the training courses, cooperation with parents and the process of evaluating student achievement. A competent teacher should affect their work on improving the overall quality of the school as it would not only be a place of acquisition and reproduction of knowledge but also a place of interaction, communication, tolerance, and freedom of expression and critical thinking.

  15. Exploring Teachers' Motivation for Teaching and Professional Development in Ethiopia : Voices from the Field

    OpenAIRE

    Gemeda, Fekede Tuli; Tynjälä, Päivi

    2015-01-01

    Teachers’ work, learning, and professional development are central to any effort aiming at improving schools. Consequently, teachers must consider themselves as a lifelong learner, engage in continuous professional learning and apply that learning to improve student learning and achievement. This article explores teachers’ motivation for teaching and professional development in secondary schools in Ethiopia. Data were collected via interviews and focus group discussions from 32 teachers. The ...

  16. Teacher Views Regarding Workaholism and Occupational Professionalism

    Science.gov (United States)

    Nartgun, Senay Sezgin; Ekinci, Serkan; Tukel, Hayrettin; Limon, Ibrahim

    2016-01-01

    While educational organizations are in the pursuit of survival, they also feel existing and increasing public and environmental pressures. To overcome these pressures requires employees who can respond to these pressures. This also leads the employees to work harder and necessitates them to be more enduring and responsive. If such teachers are…

  17. 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…

  18. The Lost Promise of Teacher Professional Development in England

    Science.gov (United States)

    Opfer, V. Darleen; Pedder, David

    2011-01-01

    This paper explores three influences on the effectiveness of teacher professional development for improving schools--the individual teacher, the learning activities in which teachers participate and the structures and supports provided by schools for teacher learning. It does so by relying on survey data collected for a national study of teacher…

  19. Developing Professional Teacher Researchers: Transforming Language Learning through Discourse Analysis

    Science.gov (United States)

    Troiano, Beverly

    2012-01-01

    I conducted a two-year case study of a cohort of two middle school mainstream teachers, one a mathematics and science teacher and the other a language arts teacher, and one elementary teacher involved in the LSciMAct ("Transforming Literacy, Math and Science Through Participatory Action Research") professional development project. The…

  20. 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…

  1. 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...

  2. 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

  3. Building professional identity as computer science teachers: Supporting high school computer science teachers through reflection and community building

    Science.gov (United States)

    Ni, Lijun

    Computing education requires qualified computing teachers. The reality is that too few high schools in the U.S. have computing/computer science teachers with formal computer science (CS) training, and many schools do not have CS teacher at all. Moreover, teacher retention rate is often low. Beginning teacher attrition rate is particularly high in secondary education. Therefore, in addition to the need for preparing new CS teachers, we also need to support those teachers we have recruited and trained to become better teachers and continue to teach CS. Teacher education literature, especially teacher identity theory, suggests that a strong sense of teacher identity is a major indicator or feature of committed, qualified teachers. However, under the current educational system in the U.S., it could be challenging to establish teacher identity for high school (HS) CS teachers, e.g., due to a lack of teacher certification for CS. This thesis work centers upon understanding the sense of identity HS CS teachers hold and exploring ways of supporting their identity development through a professional development program: the Disciplinary Commons for Computing Educators (DCCE). DCCE has a major focus on promoting reflection on teaching practice and community building. With scaffolded activities such as course portfolio creation, peer review and peer observation among a group of HS CS teachers, it offers opportunities for CS teachers to explicitly reflect on and narrate their teaching, which is a central process of identity building through their participation within the community. In this thesis research, I explore the development of CS teacher identity through professional development programs. I first conducted an interview study with local HS CS teachers to understand their sense of identity and factors influencing their identity formation. I designed and enacted the professional program (DCCE) and conducted case studies with DCCE participants to understand how their

  4. A Model of Professional Development: Teachers' Perceptions of Their Professional Development

    Science.gov (United States)

    Avidov-Ungar, Orit

    2016-01-01

    This research aims to evaluate the manner in which teachers perceive their professional development process. Forty-three teachers from Israeli schools participated in the study. I used a semi-structured interview to understand the teachers' perceptions about their professional development. The qualitative analysis identified two dimensions that…

  5. Enabling adaptive system leadership: teachers leading professional development

    OpenAIRE

    Boylan, Mark

    2016-01-01

    Internationally, there is increasing emphasis on teacher leadership of professional development. This provides opportunities for teachers to initiate and facilitate professional learning activities beyond their own schools. There is a need for theoretical tools to analyse their leadership activity and how to support it. Constructs from complexity leadership theory and the concept of teacher system leadership are used to develop a framework to analyse the purposes and practices of teacher prof...

  6. Foreign Language Teachers' Professional Development in Information Age

    Science.gov (United States)

    Fan, Xiying; Wu, Gang

    Cultivation of students' learning autonomy has raised new challenges to teachers' professional development, dynamic, continuous, lifelong full-scale development, with emphasis on the creativity and constancy of the teachers' quality development. The teachers' professional development can take the following approaches: studying theories about foreign language teaching with the aid of modern information technology; organizing online teaching research activities supported by information technology and carrying peer observation and dialogue -teaching reflection in internet environment and fostering scholarly teachers.

  7. Using Digital Video Editing to Shape Novice Teachers: A Generative Process for Nurturing Professional Growth

    Science.gov (United States)

    Calandra, Brendan; Brantley-Dias, Laurie

    2010-01-01

    The authors describe the generative process for using video editing for teachers' professional development. The article provides a rationale, a theoretical framework, and a critical review of the authors' work over the past five years.

  8. CORRELATION PERSONAL CHARACTERISTICS OF THE TEACHER AND PROFESSIONAL SELF-REALISATION

    National Research Council Canada - National Science Library

    Mishin Aleksey Andreevich

    2012-01-01

    .... The purpose of work is describe theoretical approaches to the concept of self-realization personality and identify correlation professional self-realization of teachers and their personal characteristics...

  9. Teacher Research: Uncovering Professional Identities and Trajectories of Teacher Researchers through Narrative Research--A Colombian Case

    Science.gov (United States)

    Ubaque, Diego Fernando; Castañeda-Peña, Harold

    2017-01-01

    This work explores real-life experiences around research. Thinking of the English as a foreign language (EFL) teacher as an inquirer of the academic reality, the study presents accounts of professional identity as narrated in the life histories of three EFL teachers-researchers in a private but non-profit institution in Bogota, Colombia. This…

  10. 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...

  11. 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.

  12. 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)…

  13. Literacy-Related Professional Development Preferences of Secondary Teachers

    Science.gov (United States)

    Jones, Shara L.; Lee, Elizabeth A.

    2014-01-01

    A survey of 100 teachers in one Ontario school board examined their literacy-related professional development preferences. The majority preferred short durations of literacy-related professional development. A small number did not want any literacy-related professional development. The most preferred forms of professional development were shared…

  14. Research Capacity Building through Professional Development for K-12 Teachers

    Science.gov (United States)

    Sparrow, E. B.; Cable, J.; Bolton, W. R.

    2014-12-01

    Engaging teachers in field research provides opportunities to learn and use the knowledge and skills in the eight practices of science and engineering emphasized in the Next Generation Science Standards. At Global Learning and Observations to Benefit the Environment (GLOBE) professional development workshops for teachers in Alaska, we use a professional development model that we developed in the Seasons and Biomes Project. Daily activities integrate an earth system and interdisciplinary approach, science content and processes based on GLOBE measurement protocols in various fields of investigations such as weather and climate, hydrology, land cover, phenology, and soils, best teaching practices such as inquiry, and a model for student science research investigation. Besides learning and practicing the measurement protocols and the steps in conducting a science investigation inside and outside the workshop classroom, teachers conduct field research with scientists studying the ecosystems of a deciduous forest and a black spruce forest. In addition to enhancing science content and practices learning, assessment results and student work indicate increased research capacity when the trained teachers return to their classroom and engage their students in ongoing regional or global research investigations as well as in conducting their own studies at or close to their schools.

  15. The Impact of Teacher Quality Grants on Long-Term Professional Development of Physical Science Teachers

    Science.gov (United States)

    Urquhart, Mary L.; Bober, Kendra M.

    2006-02-01

    The Texas Higher Education Coordinating Board Teacher Quality Grants, supported through No Child Left Behind, are intended to ensure that secondary teachers of specific subjects are "highly qualified". Now in their third year, these grants have done much to shape long-term professional development for teachers in the physical sciences at the University of Texas at Dallas (UTD). The grants have also created a suite of challenges and benefits for the UTD Science Education M.A.T. program. Teacher Quality Grants are based on the No Child Left Behind framework that requires teachers to be "highly qualified" as defined by the state. Recruitment is required to be targeted at teachers who are uncertified or teach one or more classes out of their content area and who work in high needs local school districts. Many of the students brought into our program through these grants have incoming content knowledge in physics similar to that typical of undergraduate non-majors, and a large percentage are uncomfortable with basic mathematics as well. How and what we teach has been dramatically impacted by the Teacher Quality Grants, as have our assessments and evaluations. An ongoing challenge has been to implement a Physics Education Research (PER)-based course design while meeting the specific requirements of the Teacher Quality Grant program. The Teacher Quality Grants have also provided a great deal of opportunity to new and existing teachers in our program. A barrier to our teachers, rising tuition costs, has been removed and as a result a mandate has become a doorway of opportunity for physical science teachers.

  16. Professional development strategies for teaching urban biology teachers to use concept maps effectively

    Science.gov (United States)

    McGregor Petgrave, Dahlia M.

    Many teachers are not adequately prepared to help urban students who have trouble understanding conceptual ideas in biology because these students have little connection to the natural world. This study explored potential professional development strategies to help urban biology teachers use concept maps effectively with various topics in the biology curriculum. A grounded theory approach was used to develop a substantive professional development model for urban biology teachers. Qualitative data were collected through 16 semi-structured interviews of professional developers experienced in working with concept maps in the urban context. An anonymous online survey was used to collect quantitative data from 56 professional developers and teachers to support the qualitative data. The participants were from New York City, recruited through the NY Biology-Chemistry Professional Development Mentor Network and the NY Biology Teachers' Association. According to the participants, map construction, classroom applications, lesson planning, action research, follow-up workshops, and the creation of learning communities are the most effective professional development strategies. The interviewees also proposed English language learning strategies such as picture maps, native word maps, and content reading materials with underlined words. This study contributes to social change by providing a professional development model to use in planning workshops for urban teachers. Urban teachers improve their own conceptual understanding of biology while learning how to implement concept mapping strategies in the classroom. Students whose teachers are better prepared to teach biology in a conceptual manner have the potential of growing into more scientifically literate citizens.

  17. 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...

  18. 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…

  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. Phenomenological Analysis of Professional Identity Crisis Experience by Teachers

    Science.gov (United States)

    Sadovnikova, Nadezhda O.; Sergeeva, Tamara B.; Suraeva, Maria O.

    2016-01-01

    The topicality of the problem under research is predetermined by the need of psychology and pedagogy for the study of the process of professional identity crisis experience by teachers and development of a system of measures for support of teachers' pedagogical activity and professional development. The objective of the study is to describe the…

  1. Enabling Adaptive System Leadership: Teachers Leading Professional Development

    Science.gov (United States)

    Boylan, Mark

    2018-01-01

    Internationally, there is increasing emphasis on teacher leadership of professional development. This provides opportunities for teachers to initiate and facilitate professional learning activities beyond their own schools. There is a need for theoretical tools to analyse their leadership activity and how to support it. Constructs from complexity…

  2. 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…

  3. 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.…

  4. Professional Development: The Teacher's Perspective

    Science.gov (United States)

    Brown, Julie Miller

    2013-01-01

    The purpose of this study was to explore teacher experiences, attitudes, feelings, and beliefs regarding professional development in order to plan professional development in the future. Eighteen teachers, the elementary school improvement coordinator, and elementary principal were interviewed or participated in a focus group, in a semi-structured…

  5. 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…

  6. Sensing as an Ethical Dimension of Teacher Professionality

    Science.gov (United States)

    Edling, Silvia; Frelin, Anneli

    2016-01-01

    The purpose of this article is to theoretically discuss how teacher professionality, as an aspect of teacher professionalism, can be understood in relation to the notion of sensing within the "ethics of alterity" and the "ethics of dissensus," both of which express a desire to contest the various forms of violence in society.…

  7. Professional Development for Rural and Remote Teachers Using Video Conferencing

    Science.gov (United States)

    Maher, Damian; Prescott, Anne

    2017-01-01

    Teachers in rural and remote schools face many challenges including those relating to distance, isolation and lack of professional development opportunities. This article examines a project where mathematics and science teachers were provided with professional development opportunities via video conferencing to help them use syllabus documents to…

  8. VECTOR DIRECTION FOR FORMING ABILITY OF THE FUTURE TEACHER TO THE INTERPERSONAL INTERACTION IN PROFESSIONAL ACTIVITY

    Directory of Open Access Journals (Sweden)

    Tatiana Nickolaevna Sinenko

    2013-11-01

    Full Text Available Ability of future teacher to the interpersonal interaction in professional activity is submitted as a part of the personal competence. Forming ability of the future teacher to the interpersonal interaction in professional activity is necessary to mind its vectors. In the article the main triads and vectors of the interpersonal interaction (outer and inner ones of the pedagogical activity are given. The material of this article is of great interest for specialists working out system of teaching situations aimed to form ability of the future teacher to interpersonal interaction in professional activity. DOI: http://dx.doi.org/10.12731/2218-7405-2013-7-50

  9. The impact of school leaders as participants in teacher professional learning programs

    DEFF Research Database (Denmark)

    Hilton, Annette; Hilton, Geoff

    professional growth within the change environment in which the teacher works. These domains include the external domain (e.g., workshop input, professional reading, interaction with colleagues), personal change (e.g., attitudes, beliefs, knowledge), change to practice (e.g., planning, teaching strategies...... learning program aimed to enhance teaching of numeracy in the middle years through eight half-day workshops over a two-year period with further in-school support between the workshops. Additionally, the school leaders were invited to engage in the professional learning program as co...... educators, and designers of teacher professional learning.Clark, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18, 947-967....

  10. Energy Project professional development: Promoting positive attitudes about science among K-12 teachers

    Science.gov (United States)

    Robertson, Amy D.; Daane, Abigail R.

    2017-12-01

    Promoting positive attitudes about science among teachers has important implications for teachers' classroom practice and for their relationship to science as a discipline. In this paper, we report positive shifts in teachers' attitudes about science, as measured by the Colorado Learning Attitudes about Science (CLASS) survey, over the course of their participation in a professional development course that emphasized the flexible use of energy representations to understand real world scenarios. Our work contributes to the larger effort to make the case that professional development matters for teacher learning and attitudes.

  11. Learning Strategies at Work and Professional Development

    Science.gov (United States)

    Haemer, Hannah Deborah; Borges-Andrade, Jairo Eduardo; Cassiano, Simone Kelli

    2017-01-01

    Purpose: This paper aims to investigate the prediction of current and evolutionary perceptions of professional development through five learning strategies at work and through training and how individual and job characteristics predict those strategies. Design/methodology/approach: Variables were measured in a cross-sectional survey, with 962…

  12. Teachers' and Students' Negotiation Moves When Teachers Scaffold Group Work

    Science.gov (United States)

    González, Gloriana; DeJarnette, Anna F.

    2015-01-01

    Group work has been a main activity recommended by mathematics education reform. We aim at describing the patterns of interaction between teachers and students during group work. We ask: How do teachers scaffold group work during a problem-based lesson? We use data from a problem-based lesson taught in six geometry class periods by two teachers…

  13. Discourse Appropriation and Category Boundary Work: Casual Teachers in the Market

    Science.gov (United States)

    Charteris, Jennifer; Jenkins, Kathryn; Jones, Marguerite; Bannister-Tyrrell, Michelle

    2017-01-01

    With the increasing casualisation of the teacher labour force, there is little written on the experiences of casual teachers and the challenges they face in brokering professional identities within constantly shifting and uncertain work contexts. Being a category bound casual teacher (a product of category boundary work) is a complex subject…

  14. The Factors that Affect Science Teachers' Participation in Professional Development

    Science.gov (United States)

    Roux, Judi Ann

    Scientific literacy for our students and the possibilities for careers available in Science, Technology, Engineering, and Mathematics (STEM) areas are important topics for economic growth as well as global competitiveness. The achievement of students in science learning is dependent upon the science teachers' effectiveness and experienced science teachers depend upon relevant professional development experiences to support their learning. In order to understand how to improve student learning in science, the learning of science teachers must also be understood. Previous research studies on teacher professional development have been conducted in other states, but Minnesota science teachers comprised a new and different population from those previously studied. The purpose of this two-phase mixed methods study was to identify the current types of professional development in which experienced, Minnesota secondary science teachers participated and the factors that affect their participation in professional development activities. The mixed-methods approach s utilized an initial online survey followed by qualitative interviews with five survey respondents. The results of the quantitative survey and the qualitative interviews indicated the quality of professional development experiences and the factors which affected the science teachers' participation in professional development activities. The supporting and inhibiting factors involved the availability of resources such as time and money, external relationships with school administrators, teacher colleagues, and family members, and personal intrinsic attributes such as desires to learn and help students. This study also describes implications for science teachers, school administrators, policymakers, and professional development providers. Recommendations for future research include the following areas: relationships between and among intrinsic and extrinsic factors, science-related professional development activities

  15. 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.

  16. 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?...

  17. Contextualizing Teacher Professionalism: Findings from a Cross-Case Analysis of Union Active Teachers

    Science.gov (United States)

    Osmond-Johnson, Pamela

    2016-01-01

    This paper draws on data collected as part of a study of the discourses of teacher professionalism amongst union active teachers in the Canadian provinces of Alberta and Ontario. Interviews revealed a triad of influences on the professionalism discourses of participants: engagement in teacher associations, the larger policy environment, and…

  18. A Conceptual Framework for Teacher Professional Development: The Whole Teacher Approach

    Science.gov (United States)

    Chen, Jie-Qi; McCray, Jennifer

    2012-01-01

    In this article, we describe a conceptual framework for in-service professional development--the Whole Teacher approach. A significant departure from the traditional approach to professional development that speaks primarily to teachers' acquisition of knowledge and skills, the Whole Teacher framework emphasizes promoting all aspects of a…

  19. A Strength-Based Approach to Teacher Professional Development

    Science.gov (United States)

    Zwart, Rosanne C.; Korthagen, Fred A. J.; Attema-Noordewier, Saskia

    2015-01-01

    Based on positive psychology, self-determination theory and a perspective on teacher quality, this study proposes and examines a strength-based approach to teacher professional development. A mixed method pre-test/post-test design was adopted to study perceived outcomes of the approach for 93 teachers of six primary schools in the Netherlands and…

  20. 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'…

  1. Supporting Teachers' Understandings of Function through Online Professional Development

    Science.gov (United States)

    Silverman, Jason

    2017-01-01

    This article explores one segment of an extended research and development project that was conducted to better understand the ways online teacher professional development can support teachers' development of deep and connected mathematical understandings. In particular, this article discusses teachers' understandings of the concept of…

  2. Biology Teachers' Professional Development Needs for Teaching Evolution

    Science.gov (United States)

    Friedrichsen, Patricia J.; Linke, Nicholas; Barnett, Ellen

    2016-01-01

    The social controversy surrounding the teaching of evolution puts pressure on secondary biology teachers to deemphasize or omit evolution from their curriculum. In this growing pressure, professional development can offer support to biology teachers. In this study, we surveyed secondary biology teachers in Missouri and report the data from…

  3. 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…

  4. Professional Development Urban Schools: What Do Teachers Say?

    Science.gov (United States)

    Green, Tanya R.; Allen, Mishaleen

    2015-01-01

    This quantitative causal-comparative study compared perceptions of professional development opportunities between high-achieving and low-achieving elementary-middle school teachers in an urban school district using the Standards Assessment Inventory (SAI). A total of 271 teachers participated including 134 (n = 134) teachers from high-achieving…

  5. EFL Teachers' Self-Initiated Professional Development: Perceptions and Practices

    Science.gov (United States)

    Simegn, Birhanu

    2014-01-01

    This study assessed perceptions and practices of secondary schools (Grade 9-12) EFL teachers' self-initiated professional development. A questionnaire of likert scale items and open-ended questions was used to gather data from thirty-two teachers. The teachers were asked to fill out the questionnaire at Bahir Dar University during their…

  6. Blended Teacher Professional Development: A Synthesis of Three Program Evaluations

    Science.gov (United States)

    Owston, Ron; Wideman, Herb; Murphy, Janet; Lupshenyuk, Denys

    2008-01-01

    This study synthesized the findings of three program evaluations of teacher blended professional development programs from the perspective of situated design and implementation, development of community, changes in teacher practice, and impact on students. We found that the blended programs were effective in providing teachers with an opportunity…

  7. Female Teachers' Professional Development through Action Research Practice

    Science.gov (United States)

    Hassen, Rukya

    2016-01-01

    This is a study on teachers' professional development through action research practice. The participants of the study were 23 English Language Teachers (ELT) who teach in high schools, preparatory schools and colleges in Debre Markos, in Dessie and around in 2014. The methods of data collection were teacher reflection, and in-depth interview. The…

  8. Evaluating Mathematics Teachers' Professional Development Motivations and Needs

    Science.gov (United States)

    Caddle, Mary C.; Bautista, Alfredo; Brizuela, Bárbara M.; Sharpe, Sheree T.

    2016-01-01

    While there is widespread agreement that one-size-fits-all professional development (PD) initiatives have limited potential to foster teacher learning, much existing PD is still designed without attention to teachers' motivations and needs. This paper shows that the strengths and weaknesses of middle school mathematics teachers that engage in PD…

  9. Teachers' Experience from a School-Based Collaborative Teacher Professional Development Programme: Reported Impact on Professional Development

    Science.gov (United States)

    Svendsen, Bodil

    2016-01-01

    The aim of this study was to find out how science teachers who have participated in a one-year school-based collaborative teacher professional development programme, perceive the programme's impact on their professional development. Constant comparative analysis was used on data from three schools to generate the findings in this study. The…

  10. School Leaders as Participants in Teachers' Professional Development: The Impact on Teachers' and School Leaders' Professional Growth

    Science.gov (United States)

    Hilton, Annette; Hilton, Geoff; Dole, Shelley; Goos, Merrilyn

    2015-01-01

    Over a two-year period, approximately 70 teachers from 18 schools participated in an on-going professional development program as part of a study to promote the teaching and learning of numeracy. Principals and other school leaders were invited to participate in the professional development program alongside their teachers, which 20 leaders from…

  11. Arts Integration as Potentiality for Professional Development for Teachers

    DEFF Research Database (Denmark)

    Jensen, Julie Borup; McCandless, Peggy

    2013-01-01

    This paper investigates the potentialities for professional development, when teachers work with integration of arts and academic subjects in the classroom. The idea of integrating arts and academic subjects can be seen as a way of experimenting with teaching. Experiments in the classroom as a way......: Experience, Exploration, and Experimentation. In this way, the action research approach has the possibility of creating not only new practices, but also to develop new theoretic understanding of the learning processes involved in creating change in a living practice as classroom teaching. As an empirical...

  12. Investigating Teachers' Professional Life Quality Levels in Terms of the Positive Psychological Capital

    Science.gov (United States)

    Yalçin, Sinan; Isgör, Isa Y.

    2017-01-01

    This study, which investigated the relationship between teachers' professional life qualities and positive psychological capital, was designed in a relational screening pattern in the quantitative research method. Teachers, who worked in primary, secondary and high school in Erzincan city centre of Turkey in 2014-2015 academic year, participated…

  13. 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…

  14. Classroom-Based Professional Expertise: A Mathematics Teacher's Practice with Technology

    Science.gov (United States)

    Bozkurt, Gulay; Ruthven, Kenneth

    2017-01-01

    This study examines the classroom practice and craft knowledge underpinning one teacher's integration of the use of GeoGebra software into mathematics teaching. The chosen teacher worked in an English secondary school and was professionally well regarded as an accomplished user of digital technology in mathematics teaching. Designed in accordance…

  15. 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…

  16. Professionalizing the Self-Reflection of Student Teachers by Using a Wiki

    Science.gov (United States)

    Wegner, Claas; Remmert, Kathrin; Strehlke, Friederike

    2014-01-01

    Critics encourage the process of "reflection" as a prerequisite for professionalizing how teachers behave in the classroom. Reflection helps in recognizing areas in need of improvement. Self-reflection is hence one of the teacher's most important skills in order to work constantly on one's teaching and how to improve it. However, the…

  17. 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,…

  18. "Heroic Victims": Discursive Constructions of Preservice Early Childhood Teacher Professional Identities

    Science.gov (United States)

    Gibson, Megan

    2015-01-01

    Government policies in Australia and in many other parts of the world, are calling for degree-qualified teachers to work in prior to formal school settings (center-based care, preschool). Yet, many preservice early childhood teachers assume they will end up teaching in primary schools. This paper examines the professional identities preservice…

  19. Use of WebQuest Design for Inservice Teacher Professional Development

    Science.gov (United States)

    Iskeceli-Tunc, Sinem; Oner, Diler

    2016-01-01

    This study investigated whether a teacher professional development module built around designing WebQuests could improve teachers' technological and pedagogical skills. The technological skills examined included Web searching and Web evaluating skills. The pedagogical skills targeted were developing a working definition for higher-order thinking…

  20. 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…

  1. Changing Teamwork Practices: Videopaper as a Mediating Means for Teacher Professional Development

    Science.gov (United States)

    Hauge, Trond Eiliv; Norenes, Svein Olav

    2009-01-01

    This study demonstrates the possibilities of videopaper to support teacher professional development in a workplace setting. A team of five mathematics teachers in a secondary school was followed over a period of six months as they worked jointly to improve their teaching and team practice. In a stepwise strategy for deliberate and object-oriented…

  2. Teacher Resilience in Urban Schools: The Importance of Technical Knowledge, Professional Community, and Leadership Opportunities

    Science.gov (United States)

    Yonezawa, Susan; Jones, Makeba; Singer, Nancy Robb

    2011-01-01

    Improving teacher retention and resiliency are key educational problems. In this article, we share findings from case studies of six educators who, for over 200 combined years, worked in urban, high-poverty schools and highlight what teachers need to remain in such contexts. We argue that developing "professional resilience" is a process…

  3. Teachers' Professional Development: The Case of WhatsApp

    Science.gov (United States)

    Cansoy, Ramazan

    2017-01-01

    In this study, the kinds of shares made by science teachers in a WhatsApp group as an online community of practice to support professional development were examined. The netnographic research method, one of the qualitative research methods, was used in the study. The messages shared by 12 science teachers, who worked at a private school between…

  4. 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…

  5. Roles of a Teacher and Researcher during in Situ Professional Development around the Implementation of Mathematical Modeling Tasks

    Science.gov (United States)

    Jung, Hyunyi; Brady, Corey

    2016-01-01

    Partnership with teachers for professional development has been considered beneficial because of the potential of collaborative work in the teacher's own classroom to be relevant to practice. From this perspective, both teachers and researchers can draw on their own expertise and work as authentic partners. In this study, we address the need for…

  6. 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…

  7. Designing Curriculum-Based Mathematics Professional Development for Kindergarten Teachers

    Science.gov (United States)

    Polly, Drew; Martin, Christie S.; McGee, Jennifer R.; Wang, Chuang; Lambert, Richard G.; Pugalee, David K.

    2017-01-01

    This study examines the influence of a year-long mathematics professional development program on Kindergarten teachers' beliefs, content knowledge, instructional practices, and their students' achievement. The professional development program is grounded in the theoretical construct of learner-centered professional development and focuses on…

  8. 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…

  9. Criteria for Continuing Professional Development of Technology Teachers' Professional Knowledge: A Theoretical Perspective

    Science.gov (United States)

    Engelbrecht, Werner; Ankiewicz, Piet

    2016-01-01

    Continuing professional teacher development (CPTD) is generally accepted as an indispensable tool for the professional development of technology teachers. The current theoretical framework for CPTD comprises a variety of models. However, criteria underpinning these models are not explicit. If, in turn, the criteria were explicit, it could serve as…

  10. Teacher Professional Development Strategies in Australian Government and Professional Associations Documents

    Science.gov (United States)

    Kostina, Ludmyla

    2015-01-01

    Teacher in Australia is determined as an active participant of professional community with high level of collaboration, professional development coherent activities and collaborative learning practice. Thus, teacher quality is one of critical factors affecting student outcomes. The article touches upon the issue of the potential to improve…

  11. Inter-professional cooperation as collective ethics work: A contribution to inter-professional ethics

    OpenAIRE

    Jonge, de, Ed

    2016-01-01

    Thesis: Ethics work (Banks 2012, 2016) is a stimulating concept for the ethical improvement of inter-professional cooperation. Outline: Starting point: ideal-typical professionalism Introduction to ethics work Professionalism requires inter-professional cooperation Inter-professional expansion of ethics work Final remarks and further challenges

  12. Supporting Teachers Personally and Professionally in Challenging Environments

    Directory of Open Access Journals (Sweden)

    Jean McNiff

    2010-01-01

    Full Text Available In this paper I would like to outline some of the work I do around the world, developing and contributing to professional education programmes for practitioners across a range of professions, using an action research methodology. Here I especially focus on my work with teachers; and I highlight the point that some of the most problematic yet rewarding work is conducted within contexts of economic, historical and social change and challenge. I also explain how I conduct my own action research, which is about finding ways to encourage teachers to think critically and reflectively about what they are doing, and specifically to engage with questions of the kind, ‘How do I improve my practice?’ (Whitehead,1989. Through engaging with these kinds of questions, teachers can position themselves as having the authority to take control of and make discerning judgements about their practices, as they seek to exercise educational influence in their own learning and in the learning of others

  13. 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.

  14. 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.

  15. 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…

  16. 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.

  17. A Case Study on Science Teacher Leadership to Address Diversity and Equity Through Professional Development

    Science.gov (United States)

    Doraiswamy, Nithya

    This qualitative case study focused on the multifaceted issue of exploring science teacher leaders understanding and addressing of issues of diversity and equity with peers through professional development. The purpose of the study was to highlight the opportunities and barriers to the addressing of issues of diversity and equity through the work of a community of teachers leaders in science professional development. To frame this study, the researcher drew from the interdisciplinary field of multicultural education, transformative learning, and teacher leadership. In drawing out the connections from these vast bodies of literature, the study speaks to the need of both, creating teacher leaders in science education who are capable of meeting the twin demands of excellence and equity, and also attending to the challenges in the professional learning continuums of teachers leaders and their peers towards addressing issues of diversity and equity in science education.

  18. Special and General Education Biology Teachers Working Together Collaboratively

    Science.gov (United States)

    Gagne-Grosso, Melissa

    Collaborative teaching, between special education and general education teachers working together, came about as a result of the No Child Left Behind and Individuals with Disabilities Education Acts. Despite the positive intentions of those acts, teachers are not always ready to teach collaboratively. Guided by the theories of fundamental change and inclusion, this study was based on a lack of understanding about collaborative teaching at 3 high schools. The research questions focused on the benefits, process, and concerns related to collaborative teaching. The perspectives of 4 special education and 8 regular education teachers in 3 urban, public high schools were collected through interviews and observations. Data were analyzed descriptively and inductively using coding, reconstruction, and interpretation of the underlying meanings. The findings revealed that teachers benefitted from being in these classrooms by having a reduced work load and shared responsibility; however, they needed more time for collaboration and modifying instruction, professional development, and stronger support. Students in these classrooms benefitted from social interactions with other students and by getting direct answers to questions. Based on these findings, a professional development training was created based on how collaborative teachers can work together to promote successful learning. This project study can have a positive impact by assisting collaborative teachers with support, communication, strategies for modifications and accommodations, and an enhanced experience, and additionally by improving the academic outcomes for their students.

  19. Considerations for Professional Development Program that guides the teacher to reconceptualize teaching

    Directory of Open Access Journals (Sweden)

    Eduardo Ravanal

    2016-12-01

    Full Text Available The demands for quality education undoubtedly emphasize the role of the teacher, therefore, there must be a contribution to its development from programs that focus on professional requirements and needs as required for quality education. In this context, a system of professional development that emphasizes the updating and improvement of teacher on discipline and teaching techniques as suggested by public policy in Chile, perhaps, is not a plausible solution to promote quality education, due to the technical rationality that guides it. The article seeks to contribute to the discussion on the pedagogical content knowledge as a hub for professional development biology teacher for its high incidence in teaching. Attention is paid to the aspects involved in professional development and professional teaching knowledge as a necessary requirement for teaching. Some considerations for the design of a professional development model to guide teachers to change their personal epistemology for a new conceptualization of pedagogical practice, including proposed: 1 work with teachers from their professional concerns at a cognitive level, contextual and situated, 2 to promote reflection activity that encourages transit between staff, sources, practical and result of teaching domains, 3 to discuss theoretically the new questions to face the difficulties of teaching and re-structure the pedagogical content knowledge of teacher.

  20. 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.

  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. Personal, Professional Coaching: Transforming Professional Development for Teacher and Administrative Leaders

    Science.gov (United States)

    Patti, Janet; Holzer, Allison A.; Stern, Robin; Brackett, Marc A.

    2012-01-01

    This article makes the case for a different approach to the professional development of teachers and school leaders called personal, professional coaching (PPC). Personal, professional coaching is grounded in reflective practices that cultivate self-awareness, emotion management, social awareness, and relationship management. Findings from two…

  3. 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.

  4. 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

  5. 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.

  6. Extending Theorisations of the Global Teacher: Care Work, Gender, and Street-Level Policies

    Science.gov (United States)

    Robert, Sarah A.

    2016-01-01

    This article is concerned with teachers' negotiation of global transitions premised on improving educational opportunity with implications for professionalism. The study blends sociology of gender, work, and organisations and gender policy analysis to theorise teachers' policy negotiations. I explore how 20 Argentine teachers mediate 3 programmes'…

  7. Teacher Empowerment through Engagement in a Learning Community in Ireland: Working across Disadvantaged Schools

    Science.gov (United States)

    Tannehill, Deborah; MacPhail, Ann

    2017-01-01

    This ongoing longitudinal study examined the professional development of physical education teachers in an Irish physical education learning community where all teachers worked in inner-city disadvantaged schools. This research is framed within teacher empowerment. Four years of data collection included in-service seminar/workshop evaluations,…

  8. On-line Professional Learning Communities: Increasing Teacher Learning and Productivity in Isolated Rural Communities

    Directory of Open Access Journals (Sweden)

    Dora Salazar

    2010-08-01

    Full Text Available On-line and distance professional learning communities provides teachers with increased access and flexibility as well as the combination of work and education. It also provides a more learner-centered approach, enrichment and new ways of interacting with teachers in isolated rural areas. For educational administrators, on-line learning offers high quality and usually cost-effective professional development for teachers. It allows upgrading of skills, increased productivity and development of a new learning culture. At the same time, it means sharing of costs, of training time, increased portability of training, and the exchange of creativity, information, and dialogue.

  9. 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

  10. 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...

  11. Work lives of professionals : Policies, professional associations, managers and clients

    NARCIS (Netherlands)

    L.G. Tummers (Lars); V.J.J.M. Bekkers (Victor); A.J. Steijn (Bram)

    2008-01-01

    textabstractAt the moment, there is an intense debate going on concerning professionals and professionalism in the public sector. Research shows that public professionals are experiencing increasing pressures as they have to take into account several output performance norms, and these often

  12. Cascade Training and Teachers' Professional Development.

    Science.gov (United States)

    Hayes, David

    2000-01-01

    Examines the experience of a nationwide inservice teacher development project in Sri Lanka that aims to remedy the potential deficiencies of cascade models of teacher development. Shows how project training and development strategies that are context sensitive, collaborative, and reflexive seek to involve teachers in managing their own…

  13. A Multi-Year Study of the Impact of the Rice Model Teacher Professional Development on Elementary Science Teachers

    Science.gov (United States)

    Viorica Diaconu, Dana; Radigan, Judy; Suskavcevic, Milijana; Nichol, Carolyn

    2012-04-01

    A teacher professional development program for in-service elementary school science teachers, the Rice Elementary Model Science Lab (REMSL), was developed for urban school districts serving predominately high-poverty, high-minority students. Teachers with diverse skills and science capacities came together in Professional Learning Communities, one full day each week throughout an academic year, to create a classroom culture for science instruction. Approximately 80 teachers each year received professional development in science content and pedagogy using the same inquiry-based constructivist methods that the teachers were expected to use in their classrooms. During this four-year study, scientists and educators worked with elementary teachers in a year-long model science lab environment to provide science content and science pedagogy. The effectiveness of the program was measured using a mix of quantitative and qualitative methods that allowed the researchers to triangulate the findings from quantitative measures, such as content test and surveys, with the emerging themes from the qualitative instruments, such as class observations and participant interviews. Results showed that, in all four years, teachers from the REMSL Treatment group have significantly increased their science content knowledge (p leadership skills were significantly higher than those of the Control group teachers' (p leadership skills.

  14. 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…

  15. Scaling Professional Problems of Teachers in Turkey with Paired Comparison Method

    Directory of Open Access Journals (Sweden)

    Yasemin Duygu ESEN

    2017-03-01

    Full Text Available In this study, teachers’ professional problems was investigated and the significance level of them was measured with the paired comparison method. The study was carried out in survey model. The study group consisted of 484 teachers working in public schools which are accredited by Ministry of National Education (MEB in Turkey. “The Teacher Professional Problems Survey” developed by the researchers was used as a data collection tool. In data analysis , the scaling method with the third conditional equation of Thurstone’s law of comparative judgement was used. According to the results of study, the teachers’ professional problems include teacher training and the quality of teacher, employee rights and financial problems, decrease of professional reputation, the problems with MEB policies, the problems with union activities, workload, the problems with administration in school, physical conditions and the lack of infrastructure, the problems with parents, the problems with students. According to teachers, the most significant problem is MEB educational policies. This is followed by decrease of professional reputation, physical conditions and the lack of infrastructure, the problems with students, employee rights and financial problems, the problems with administration in school, teacher training and the quality of teacher, the problems with parents, workload, and the problems with union activities. When teachers’ professional problems were analyzed seniority variable, there was little difference in scale values. While the teachers with 0-10 years experience consider decrease of professional reputation as the most important problem, the teachers with 11-45 years experience put the problems with MEB policies at the first place.

  16. STEM Teachers in Professional Learning Communities: From Good Teachers to Great Teaching

    Science.gov (United States)

    Fulton, Kathleen; Britton, Ted

    2011-01-01

    STEM (science, technology, engineering, and mathematics) teaching is more effective and student achievement increases when teachers join forces to develop strong professional learning communities in their schools. This finding is supported by a two-year National Science Foundation funded study, "STEM Teachers in Professional Learning Communities:…

  17. Developing and Assessing the Life Challenges Teacher Inventory for Teachers' Professional Growth

    Science.gov (United States)

    Iluz, Shira; Michalsky, Tova; Kramarski, Bracha

    2012-01-01

    Based on the prerequisite role of teachers' professional development for students' progress, our study aimed to shift the DeSeCo (Definition and Selection of Competencies; OECD, 2002) theoretical model from students' competencies for life challenges to teachers' professional context by creating a reliable, valid questionnaire based on the three…

  18. 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…

  19. Teachers' Professional Learning: The Role of Knowledge Management Practices

    Science.gov (United States)

    Niehoff, Karissa

    2010-01-01

    This qualitative study explored the degree to which knowledge management strategies addressed teacher professional learning at the high school level. In the setting of a Connecticut public high school, interviews were conducted which explored teacher perceptions of knowledge sharing practices in the school and how those practices influenced their…

  20. Teachers' Professional Development from the Perspective of Teaching Reflection Levels

    Science.gov (United States)

    Zhao, Mingren

    2012-01-01

    This paper is a case study based on Habermas's theory of knowledge and human interest. We analyzed the written reflections of four teachers employed at a school and found that the teachers who had experienced advanced professional development tended to engage in practical and critical reflection, whereas those who had experienced average…

  1. 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…

  2. The Need for Professional Growth of ELT Teachers in Ethiopia ...

    African Journals Online (AJOL)

    This paper presents the need for professional growth of English language teachers in Ethiopia. It indicates that English language teachers teach what they know, what they have, what they think, and what they believe. They cannot give beyond what they have and what they know. It argues that the poor competence and ...

  3. 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)…

  4. A strength-based approach to teacher professional development

    NARCIS (Netherlands)

    Zwart, Rosanne; Korthagen, Fred A J; Attema-Noordewier, Saskia

    2015-01-01

    Based on positive psychology, self-determination theory and a perspective on teacher quality, this study proposes and examines a strength-based approach to teacher professional development. A mixed method pre-test/post-test design was adopted to study perceived outcomes of the approach for 93

  5. A strength-based approach to teacher professional development

    NARCIS (Netherlands)

    Zwart, Rosanne C.; Korthagen, Fred A J; Attema-Noordewier, Saskia

    2014-01-01

    Based on positive psychology, self-determination theory and a perspective on teacher quality, this study proposes and examines a strength-based approach to teacher professional development. A mixed method pre-test/post-test design was adopted to study perceived outcomes of the approach for 93

  6. Robots Teaching Other Little Robots: Neoliberalism, CCSS, and Teacher Professionalism

    Science.gov (United States)

    Endacott, Jason L.; Wright, Ginney P.; Goering, Christian Z.; Collet, Vicki S.; Denny, George S.; Davis, Jennifer Jennings

    2015-01-01

    Recent quantitative research on the implementation of the Common Core State Standards (CCSS) in schools across Arkansas has discovered that teachers' perceptions of job satisfaction, agency, and professionalism are significantly affected by their school leaders' openness towards autonomy, flexibility, and opinions of teachers (Matlock et al.…

  7. Applications of Vygotsky's Sociocultural Approach for Teachers' Professional Development

    Science.gov (United States)

    Shabani, Karim

    2016-01-01

    This paper outlines an approach to teachers' professional development (PD) that originates in Vygotsky's sociocultural theory (SCT), arguing that what Vygotsky claimed about students' learning in the school setting is applicable to the teachers and that the developmental theories of Vygotsky resting on the notions of social origin of mental…

  8. Use of Graphic Organizers in a Language Teachers' Professional Development

    Science.gov (United States)

    Chien, Chin-Wen

    2012-01-01

    Starting from 2009 academic year, the instructional coaches in a school district in a northwest American city began to provide Workshop II (pseudonym) to elementary school English teachers. This study aims to discuss the use of graphic organizers in English teachers' professional development. Different types of graphic organizers such as…

  9. Conceptualising Self-Generating Online Teacher Professional Development

    Science.gov (United States)

    Prestridge, Sarah

    2017-01-01

    In 2012, a research project was implemented to investigate the possibility and effectiveness of instituting a personalised and virtually networked mode of professional development to promote teacher confidence and competence with information and communications technology and its use as a key component of teachers' pedagogy. The aim of the project…

  10. 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 ...

  11. Teachers' Professional Development in Schools: Rhetoric versus Reality

    Science.gov (United States)

    Gemeda, Fekede Tuli; Fiorucci, Massimiliano; Catarci, Marco

    2014-01-01

    Across the country of Ethiopia, a centrally planned and prescribed professional development programme was implemented in schools, with the intention of enhancing teachers' knowledge, skills and disposition, thereby improving student learning and achievement. This article explores and describes the lived experiences of teachers involved in…

  12. Professional Learning Environment and Human Caring Correlates of Teacher Efficacy.

    Science.gov (United States)

    Ellett, Chad D.; Hill, Flo H.; Liu, Xia; Loup, Karen S.; Lakshmanan, Aruna

    This paper presents the results of a study of relationships between elements of the school professional learning environment and dimensions of caring and efficacy motivation among teachers. The sample for the study consisted of 1009 elementary and secondary school teachers from 29 schools in two suburban/rural school districts in a southeastern…

  13. Professional Development and the Impact on Teacher Growth and Development

    Science.gov (United States)

    Segura, Sherry K.

    2016-01-01

    This study involved examining the beliefs of teachers at one urban elementary school regarding how professional development has helped them meet the needs of culturally and linguistically diverse students. This study included a series of in-depth interviews with three teacher leaders. The goal was to obtain consent from them to participate in this…

  14. Outcomes of a Chemistry Content Professional Learning Session: Teachers' Perspectives

    Science.gov (United States)

    Rowen, Catherine; Woods-McConney, Amanda; Hughes, Leonie; Laird, Damian

    2017-01-01

    The national curriculum for chemistry includes topics that have not previously been taught at secondary level. In response to requests for teacher professional learning (PL) covering these topics, a course called "Divide and Analyse" was developed. Investigations into the PL needs of chemistry teachers were carried out in conjunction…

  15. Teacher Professionalization: Motivational Factors and the Influence of Age

    Science.gov (United States)

    Hildebrandt, Susan A.; Eom, Minhee

    2011-01-01

    This study examines motivational factors of teachers who have achieved a national standard of professionalization. Data were collected from National Board certified teachers in the United States (N = 453) using a two-part, web-based survey. Exploratory factor analysis found five motivators: improved teaching, financial gain, collaborative…

  16. 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…

  17. Learning Leverage: Designing Meaningful Professional Development for "All" Teachers

    Science.gov (United States)

    Hunzicker, Jana

    2008-01-01

    The leverage of National Board candidacy provides a unique opportunity for substantial teacher learning in a way that many professional development experiences do not. The key is learning leverage--an appropriate balance of rigor, reward, and risk. Learning leverage occurs naturally among teachers who choose to pursue National Board certification,…

  18. Purposeful Action Research: Reconsidering Science and Technology Teacher Professional Development

    Science.gov (United States)

    vanOostveen, Roland

    2017-01-01

    Initial plans for this project arose from a need to address issues of professional development of science and technology teachers that went beyond the norm available within school board settings. Two teams of 4 teachers responded to an invitation to participate in a collaborative action research project. Collaborative action research was chosen in…

  19. 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…

  20. The Impact of Continuing Professional Development on a Novice Teacher

    Science.gov (United States)

    Yuen, L. H.

    2012-01-01

    Continuing professional development (CPD) for teachers must be situated within the context of the practice of teachers and be relevant to their teaching and learning needs. A CPD project was conducted in a Hong Kong kindergarten class. For five years prior to the CPD project, the class had used a mixed curriculum of project approach topics and…

  1. Teachers' professional development needs and current practices at the Alexander Science Center School

    Science.gov (United States)

    Gargus, Gerald Vincent

    This investigation represents an in-depth understanding of teacher professional development at the Alexander Science Center School, a dependent charter museum school established through a partnership between the California Science Center and Los Angeles Unified School District. Three methods of data collection were used. A survey was distributed and collected from the school's teachers, resulting in a prioritized list of teacher professional development needs, as well as a summary of teachers' opinions about the school's existing professional development program. In addition, six key stakeholders in the school's professional development program were interviewed for the study. Finally, documents related to the school's professional development program were analyzed. Data collected from the interviews and documents were used to develop an understand various components of the Alexander Science Center School's professional development program. Teachers identified seven areas that had a high-priority for future professional development including developing skills far working with below-grade-level students, improving the analytical skills of student in mathematics, working with English Language Learners, improving students' overall reading ability levels, developing teachers' content-area knowledge for science, integrating science across the curriculum, and incorporating hands-on activity-based learning strategies to teach science. Professional development needs identified by Alexander Science Center School teachers were categorized based on their focus on content knowledge, pedagogical content knowledge, or curricular knowledge. Analysis of data collected through interviews and documents revealed that the Alexander Science Center School's professional development program consisted of six venues for providing professional development for teachers including weekly "banked time" sessions taking place within the standard school day, grade-level meetings, teacher support

  2. Finding Balance: The Professional Life of a Charter School Teacher

    Science.gov (United States)

    Clark, Marjorie

    2010-01-01

    This phenomenological study of one charter school teacher sought to answer the question, what is it like to be a teacher in a charter school? Exploring issues of preparation, working conditions, and job satisfaction, this teacher expressed a range of emotions about her chosen work environment. I found that the pervasive stress surrounding her work…

  3. Motivation of Professional Choice as a Component of Professional Subjectness in Teachers

    Directory of Open Access Journals (Sweden)

    Budnikova S.P.,

    2017-11-01

    Full Text Available The paper addresses the issue of factors that define the choice of university and future profession in prospective students of the Tula State Lev Tolstoy Pedagogical University. The motives of professional choice are essential when it comes to analyzing the conditions of development of professional subjectness. Our study involved 62% of all first-year students and 85% of first-year students of pedagogical departments. We used our specially developed questionnaire “Motives of University Choice” and a set of others, such as V.G. Katashev’s “Technique for Measuring Learning Motivation in Students” and K. Zamfir’s “Work Motivation Technique” (modified by A.A. Rean. The outcomes show that most students make choices basing on their emotional attitude to the professional sphere which is generally positive. Also, it was revealed that important inner and outer positive motives prevail in most future teachers. The paper states that it is necessary to find the universal criteria which could help predict successful self-actualisation in profession in individuals during their study at university and thus help reveal the mechanisms for managing this process. Finally, we suggest some possible forms promoting professional self-orientation at university.

  4. Exploring Evolving Role(s) of Literacy in Secondary Preservice Teachers' Work: A Comparative Case Study

    Science.gov (United States)

    Hsieh, Betina

    2017-01-01

    While literacy courses are common in preservice teacher education programs, many secondary teacher candidates struggle to the see the relevance of literacy to their professional work. By exploring literacy in relation to personal, professional, and disciplinary identities, teacher candidates may better be able to embrace literacy integration as an…

  5. Developing a workable teacher identity: Building and negotiating identity within a professional network

    Science.gov (United States)

    Rostock, Roseanne

    The challenge of attracting and retaining the next generation of teachers who are skilled and committed to meeting the growing demands of the profession is of increasing concern to researchers and policy makers, particularly since 45--50% of beginning teachers leave the profession within five years (Ingersoll & Smith, 2003). Reasons for such attrition include compensation, status and working conditions; however, there is growing evidence that a critical factor in new teacher retention hinges on teachers' ability to accomplish the difficult task of forming a workable professional identity in the midst of competing discourses about teaching (Alsup, 2006; Britzman, 2003). There is little research on professional identity development among those beginning teachers at highest risk for attrition (secondary math and science teachers, and those with strong academic backgrounds). This study explores the professional identity development of early-career math and science teachers who are part of the Knowles Science Teaching Foundation's (KSTF) teaching fellowship program, an external support network that aims to address many of the issues leading to high attrition among this particular population of teachers. Using narrative research methods, I examine three case studies of beginning teachers, exploring how they construct professional identity in relation to various discourse communities and negotiate tensions across multiple discourses. The cases identify both dominant discourses and counter-discourses that the teachers draw upon for important identity development resources. They also demonstrate that the way a teacher manages tensions across competing discourses is important to how well one can negotiate a workable professional identity. In particular, they emphasize the importance of engaging in borderland discourses (Gee, 1996) as a way of taking agency in one's own identity development as well as in transforming one's discourse communities. These cases shed light on how

  6. A case study of continuing teacher professional development ...

    African Journals Online (AJOL)

    Erna Kinsey

    We consider the professional development of in-service teachers and review traditional development efforts that have been used in the past. An alternative form of professional development using Japanese lesson study is proposed and discussed as a possibility. A case study involving the Mpumalanga Secondary. Science ...

  7. 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…

  8. 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…

  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. 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…

  11. 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…

  12. A Teacher Professional Development Model for Teaching Socioscientific Issues

    Science.gov (United States)

    Carson, Katherine; Dawson, Vaille

    2016-01-01

    This paper describes the development and implementation of a three-pillared model for teaching socioscientific issues: teacher professional development; curriculum resources; and classroom support. A professional development program and curriculum resource based on the socioscientific issue of climate change was trialled with 75 Western Australian…

  13. 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…

  14. Changing Expectations, Same Perspective: Preservice Teachers' Judgments of Professional Efficacy

    Science.gov (United States)

    Hardy, Graham; Spendlove, David; Shortt, Damien

    2015-01-01

    This two-part study tracks and measures the professional self-efficacy judgements of two cohorts of pre-service teachers (PST). In Part One, the GTCE's Code of Conduct and Practice (GTCE, 2009) was used to help form an instrument which tracked changes in the professional self-efficacy judgements of 211 PST through a one-year graduate program.…

  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. Teachers' Self-Initiated Professional Learning through Personal Learning Networks

    Science.gov (United States)

    Tour, Ekaterina

    2017-01-01

    It is widely acknowledged that to be able to teach language and literacy with digital technologies, teachers need to engage in relevant professional learning. Existing formal models of professional learning are often criticised for being ineffective. In contrast, informal and self-initiated forms of learning have been recently recognised as…

  17. 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

  18. 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…

  19. 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…

  20. 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…

  1. 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…

  2. Influence of Teacher Empowerment on Teachers' Organizational Commitment, Professional Commitment and Organizational Citizenship Behavior in Schools

    Science.gov (United States)

    Bogler, Ronit; Somech, Anit

    2004-01-01

    The present study focuses on the relationship between teacher empowerment and teachers' organizational commitment, professional commitment (PC) and organizational citizenship behavior (OCB). It examines which subscales of teacher empowerment can best predict these outcomes. The data were collected through a questionnaire returned by a sample of…

  3. Developing networks to support science teachers work

    DEFF Research Database (Denmark)

    Sillasen, Martin Krabbe; Valero, Paola

    2012-01-01

    In educational research literature constructing networks among practitioners has been suggested as a strategy to support teachers’ professional development (Huberman, 1995; Jackson & Temperley, 2007; Van Driel, Beijaard, & Verloop, 2001). The purpose of this paper is to report on a study about how...... networks provide opportunities for teachers from different schools to collaborate on improving the quality of their own science teaching practices. These networks exist at the meso-level of the educational system between the micro-realities of teachers’ individual practice and the macro-level, where...... to develop collaborative activities in primary science teacher communities in schools to improve individual teachers practice and in networks between teachers from different schools in each municipality. Each network was organized and moderated by a municipal science coordinator....

  4. PRAXIOCENTRALISM IN THE PROFESSIONAL STANDARD OF THE TEACHER (Continuation of the article

    Directory of Open Access Journals (Sweden)

    L. Yu. 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 requirementsand 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

  5. Professional Development in Teacher Digital Competence and Improving School Quality from the Teachers' Perspective: A Case Study

    Science.gov (United States)

    Cervera, Mercè Gisbert; Cantabrana, José L. Lázaro

    2015-01-01

    Professional development in ICT for teachers, in addition to being necessary given the dynamic nature of technology, also improves the institutional quality of schools. This work, based on action research, provides evidence that the school itself is capable of organising and designing a training plan as part of a broader process to improve quality…

  6. Professional identity and pedagogical discontentment in high school science teachers participating in a professional development institute

    Science.gov (United States)

    Hathcock, Stephanie J.

    Although science teachers regularly participate in PD experiences involving reform-based practices, even our best teachers struggle to change their teaching practices to coincide with these pedagogics, and when they do change, it occurs at differential rates. The aim of this study was to better understand teachers' self-systems by analyzing their experiences in a PD institute program through the lens of professional identity. This multiple case study involved five high school science teachers participating in a summer PD initiative. Data were collected through interviews, written reflections and exploration and commitment cards, and a scale designed to capture participants' perceived level of pedagogical discontentment, or unease with teaching practices (Southerland, et al., 2012). Data were analyzed using the Theoretical Model of Professional Identity (Kaplan, et al., 2012), which highlights the dynamic interplay of teachers' self-perceptions, beliefs, purposes, and practices. Data were also analyzed for pedagogical discontentment, and the two were compared. Analysis led to patterns of change in professional identities, triggers for changes to professional identities, insights into perceptions of pedagogical discontentment, and ultimately, the potential relationship between professional identity and pedagogical discontentment. The model of professional identity served to capture teachers' experience of the PD, including tensions that arose as they began to explore portions of their professional identity. Pedagogical discontentment served to assist in better problematizing portions of the participants' professional identities, and assisted in identifying tensions and potential changes in less elaborative interviewees. However, the professional identity model was better able to capture the underlying causes of discontentment and planning associated with alleviating discontent. These emergent models can provide conceptual tools for future use, as well as guide

  7. 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

  8. 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 ...

  9. Teachers' Continuing Professional Development as Correlates of ...

    African Journals Online (AJOL)

    The study examined the correlates of teachers' continuing professionaldevelopment 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. The instrument ...

  10. Teachers' Perception of Job Environment on Professional ...

    African Journals Online (AJOL)

    A survey data collected from 600 secondary school teachers and 2400 senior secondary school students from 60 out of the 230 public secondary schools in Cross River State were analyzed to determine the influence of teachers perception of job environment on their lesson presentation, use of instructional aids, classroom ...

  11. University-School Collaborative Networks: A Strategy to Improve the Professional Skills of Future Teachers

    Directory of Open Access Journals (Sweden)

    Rosario Mérida Serrano

    2012-01-01

    Full Text Available This paper presents an experiment in teaching innovation developed at the University of Cordoba's Faculty of Education (Spain, in the second year of the Infant Education Teacher Training course, within the subject of general didactics. The innovative approach taken focused on setting up a collaborative network between infants' schools and the university. Taking Project Work as the central axis, a learning network has been built with the participation of sixteen Infant Education teachers, three hundred twenty children from this stage, seven university teachers, eighty-five trainee teachers, and two Infant Education advisers from a continuing professional development centre for teachers. The theoretical foundations that support this experiment are described along with their different stages, evaluating the benefits of each of them in facilitating the acquisition of professional competences among university students.

  12. (Re)conceptualisation of ELT Professionals: Academic High School English Teachers' Professional Identity in Korea

    Science.gov (United States)

    Han, Insuk

    2016-01-01

    This study investigates Korean English teachers' responses to the current English Language Teaching (ELT) policies and reveals the attributes of their professional identity from their responses. Data collected from different narratives demonstrate that the teachers value the principles of communicative language teaching, but are not supportive of…

  13. Elementary School English Teachers' Professional Learning from Teaching Demonstrations as Professional Development

    Science.gov (United States)

    Chien, Chin-Wen

    2017-01-01

    This study used interviews, observations and documentary evidence to analyze the professional learning of sixteen elementary school English teachers and two expert teachers during the pre-observation conference, observation, and post-observation conference from three-step teaching demonstrations. This study has the following major findings. First,…

  14. Factors affecting the impact of professional development programs on teachers' knowledge, practice, student outcomes & efficacy.

    Directory of Open Access Journals (Sweden)

    Lawrence Ingvarson

    2005-01-01

    Full Text Available This report examines effects of structural and process features of professional development programs on teachers' knowledge, practice and efficacy. It is based on four recent (2002-2003 studies undertaken through the Australian Government Quality Teacher Programme, designed to enhance teacher quality. The total data set for the survey study includes 3,250 teachers who had participated in eighty individual professional development1 activities within these studies. Teachers were surveyed at least three months after participating in an activity, which provided them with the opportunity to gauge the impact of programs on their practice. To investigate factors affecting impact, a theoretical model was developed based on recent research into the characteristics of effective professional development and tested using blockwise regression analysis. The model included contextual factors (e.g., school support, structural features of programs (e.g. ,length, process features (e.g., emphasis on content; active learning; examination of student work; feedback; follow-up, a mediating variable (level of professional community generated, and four outcome measures (knowledge; practice; student learning and efficacy. Consistent significant direct effects were found across the four studies for the impact of content focus, active learning, and follow-up on knowledge and professional community. Feedback was rarely incorporated into program design. Impact on efficacy was strongly related to the perceived impact of activities on teachers' practice and student learning outcomes.

  15. (De)stabilizing Self-Identities in Professional Work

    DEFF Research Database (Denmark)

    Buch, Anders; Andersen, Vibeke

    2013-01-01

    implications for the way professionals make sense of their work and their own identities. The identity work of professionals is interwoven with their professional training and career background. With an academic training and a professional career, the individual typically identifies with the profession......, the construction of self-identity becomes the yardstick for the individual’s sense-making and, a fortiori, for the individual’s sense of meaningful work. In this paper, we will claim that the ambiguity involved in professional work becomes a potential strain on the identity construction of the employees engaged...... professionals draw on different frameworks of meaning in order to stabilize their identities....

  16. Modern Trends in Continuous Professional Development of Foreign Language Teachers (On the Basis of the British Council Research

    Directory of Open Access Journals (Sweden)

    Sadovets Olesia

    2017-12-01

    Full Text Available Research conducted by the British Council concerning modern continuous professional development of teachers has been analyzed. The issue concerning foreign language teachers’ professional development has been considered. Productive approach to this process that gives a teacher the opportunities to define aspects of their professional activities that are in need of improvement and introduce appropriate strategies of their own professional development has been characterized. Direct connection between continuous teachers’ professional development and the level of students’ academic achievements has been stressed. Key characteristics of effective professional development have been defined, namely: being correspondent to actual needs of teachers and students; teachers’ involvement into the decision making concerning the content and the fulfillment of professional development; provision of cooperation and teachers’ experience exchange; collegiality presupposing common work of teachers and educational establishments in general; practicality, that is the fulfillment of professional development directly in the process of teachers’ work in class; obligatory character of professional development as indispensable part of teachers’ work; constant reflection and research; prioritizing academic achievements of students as the main stimulus for professional learning of teachers; continuity of professional development and its consideration not as separate forms of work. Modern widely used forms of teacher professional development have been analyzed, namely: self-education, common lessons planning with their further analysis; professional discussions concerning new teaching techniques and the appropriateness of their application; reflexive groups for teaching experience exchange and lessons analysis (video recording of lessons or students’ works, observation/attending teachers’ lessons with their further discussion in constructive form and

  17. Understanding Mathematics Teachers' Beliefs about Professional Learning Communities and Professional Development

    Science.gov (United States)

    Garner, Arthur L., Jr.

    2011-01-01

    This ethnographic study utilized the theoretical frameworks of constructivism, cognitivism, and socio-cultural theories to examine how professional learning communities influenced the professional development of mathematics teacher knowledge and student achievement. This study sought to comprehend and interpret the behaviors, beliefs and values of…

  18. A space for learning: how teachers benefit from participating in a professional community of space technology

    Science.gov (United States)

    Mehli, Hanne; Bungum, Berit

    2013-04-01

    Background Science teachers need a deep understanding of how science works in modern society. Purpose This article reports a case study investigating the ways in which a short-term in-service course on a research site of space technology contributes to this understanding. Design and method The study is performed in three steps: an evaluation immediately after the course, a survey 4-12 months after the course and, finally, in-depth interviews with a selection of course participants. Results The results show that teachers benefit from the course experience in ways considered important for their professional development as science teachers, despite the fact that the course deviates from current recommendations for professional development: the course is not based on the school's immediate needs, it is short term with no follow-up and it does not engage participants in the epistemic aspects of a research project. The teachers' gains are related to the authenticity of the research site, working and being with professionals and having sufficient time to cooperate with them in solving specific tasks towards the goal of launching a rocket. In this way, the course gave teachers authentic experiences and important insights in the complexity and infrastructure of a specific scientific practice in modern society. Conclusions Participating in a scientific community of practice is important for the development of science teachers' subject-related identity, and should be recognised as an important part of their professional development.

  19. The Makerspace Experience and Teacher Professional Development

    Science.gov (United States)

    Paganelli, Andrea; Cribbs, Jennifer D.; Huang, Xiaoxia; Pereira, Nielsen; Huss, Jeanine; Chandler, Wanda; Paganelli, Anthony

    2017-01-01

    This study explored the use of makerspaces as a professional development activity when examined through the analysis of qualitative data reflecting participant experience. The data were gathered in the course of a professional development opportunity at a university during a conference held on campus. The researchers wanted to select an innovative…

  20. 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

  1. 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.

  2. Mobile learning for teacher professional learning: benefits, obstacles and issues

    Directory of Open Access Journals (Sweden)

    Peter Aubusson

    2009-12-01

    Full Text Available This paper reflects on the role of mobile learning in teachers' professional learning. It argues that effective professional learning requires reflection and collaboration and that mobile learning is ideally suited to allow reflection-inaction and to capture the spontaneity of learning moments. The paper also argues for the value of collaborations between teachers and students in professional learning. It suggests that authentic artefacts and anecdotes, captured through mobile technologies, can enable the sharing, analysis and synthesis of classroom experiences by teachers and students. Such analysis and synthesis helps to encourage collaborative reflective practice and is likely to improve teacher and student learning as a result. Ethical issues that might arise through using mobile technologies in this way are also discussed. Teacher voice is presented to indicate the range of views about mobile learning and to indicate current practices. Practical, school systemic, attitudinal and ethical factors may inhibit mobile technology adoption; these factors need to be researched and addressed to realise the potential of teacher mobile professional learning.

  3. Teachers' perceptions of School Based Continuous Professional ...

    African Journals Online (AJOL)

    SBCPD) in Jimma zone selected schools. ... Abstract. This paper is part of MA thesis in which primary school teachers' perceptions of was explored. ... of relevance, management, and result in enhancement of students learning, and obstructions.

  4. Teachers' Work and Schooling in Bali

    Science.gov (United States)

    Nilan, Pam

    2003-11-01

    This study addresses educational reform in Indonesia with reference to one of the most important potential agents of change in any national system of schooling - its teachers. The empirical data on secondary teachers and trainee teachers used here are taken from a larger case study of the attitudes and opinions of stakeholders in the education system of North Bali. Secondary teachers in Bali, as elsewhere in Indonesia, are seriously underpaid, but not necessarily undervalued in the community. They take on other jobs to support themselves and their families, yet they do not lack commitment to the professional task of teaching. It is argued that financial pressure on teachers to find other sources of remuneration militates against their capacity to act as agents of change in the rapidly reforming Indonesian state. Furthermore, teaching is not often seen as a financially rewarding profession by a new generation of secondary-school graduates. The author recommends that teachers' salaries be raised and infrastructure support for schools increased.

  5. The Relationship between Teacher Leadership, Teacher Professionalism, and Perceived Stress

    Science.gov (United States)

    Kilinc, Ali Çagatay; Cemaloglu, Necati; Savas, Gökhan

    2015-01-01

    Problem Statement: Teacher leadership has recently attracted the attention of scholars and practitioners due to its promotion of student learning and school improvement. Thus, there is a need for investigating the construct of teacher leadership and its relationship with various organizational and personal variables. Considering the fact that…

  6. 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

  7. Accountability or Authenticity? The Alignment of Professional Development and Teacher Evaluation

    Science.gov (United States)

    Su, Yahui; Feng, Liyia; Hsu, Chang-Hui

    2017-01-01

    The alignment of professional development and teacher evaluation has been a growing concern in teacher professional development practices. The issue of how teacher evaluation can help authentic professional development is important in that teachers only learn what is real, useful and valuable to them. Based on our reflections on current…

  8. Teachers' reflections upon evaluation of their work

    Directory of Open Access Journals (Sweden)

    Stančić Milan

    2015-01-01

    Full Text Available Teacher evaluation is seen as an important strategic solution for enhancing the quality of education in educational policies of many countries. Yet, the way teachers understand the evaluation of their own work and their stance related to evaluation as it is used in practice have not been explored much. The aim of the research was to get an insight into the teachers' experiences with the evaluation of their work and their views of a possibly different organization of evaluation. The research included 24 teachers who participated in the discussion within five focus groups. The obtained results were processed by using the method of qualitative content analysis. The findings show that the teachers recognize various benefits of evaluation but see also numerous difficulties for organization of evaluation in practice. They have no ideas for changing evaluation practice in order to overcome these difficulties. The prevailing views are that external evaluation is the most desirable because it is objective, and that the students' achievements are the best indicator of the teacher's work. Their ideas about evaluation as a comprehensive consideration of all aspects of their work appears only as incomplete outlines. The findings indicate that it is necessary to strenghten the evaluation culture in schools and that it is very important to meticulously devise the evaluation system in schools.

  9. Applying Constructionist Principles to Online Teacher Professional Development

    Directory of Open Access Journals (Sweden)

    Nathaniel Ostashewski

    2011-10-01

    Full Text Available This report explores the first iteration of a teacher professional development courselet grounded in constructionist theory and activities. This online teacher professional development (oTPD courselet provided opportunities for teachers to engage in just-in-time, ongoing TPD within a social networking site for educators. The topic of the oTPD was Robotics and Hands-on Activities in the Classroom. The courselet was designed for teachers who are interested in integrating constructionist pedagogies into their practice. Key findings of the first delivery of the oTPD courselet point to a need for flexible access, sharing of resources, and support for constructionist pedagogical activities as a PD value for participants. Findings further support the potential for an ongoing online community of practice around robotics in the classroom. The approach taken in this oTPD courselet of study continues to inform a model of oTPD delivery within a social-networking-enabled environment.

  10. 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...

  11. Pedagogical and professional compromises by medical teachers in hospitals.

    Science.gov (United States)

    Barrett, Jenny; Scott, Karen

    2014-08-01

    Following research about workplace constraints reducing the effectiveness of teaching and the motivation to teach, this study sought to understand how medical teachers in hospitals respond to the institutional context for their teaching of medical students. Through purposive sampling, younger and older male and female teachers in a range of medical and surgical paediatrics subspecialties participated in this qualitative study. We drew on ethnographic methods in interviews so that answers to the questions came from the teachers' own emphases. The systematic coding and categorising procedures used in the inductive analysis of the interview transcripts reflect the constant comparison approach of grounded theory, locating features, patterns and conceptual categories. We identified four main concepts: teachers' goals and motivations; their approaches to teaching; teachers' preferences; and, finally, as discussed in this article, the teachers' perceptions of contextual and institutional pressures in hospital-based medical teaching and related compromises. The teachers perceive constraints resulting from the various mismatches that they experience, a loss of autonomy, and the paucity of acknowledgement and resources. They suggest that the compromises they make in response are both pedagogical and institutional. We conclude that professional development is not enough to address these issues: the conditions for medical teaching and teachers in hospitals require workplace responses to enable a more productive connection between the students, curriculum and pedagogy. In particular, teachers' responsibilities in teaching and curriculum development need to be acknowledged, and practising teachers need to be supported and included in the education mission. © 2014 John Wiley & Sons Ltd.

  12. 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.

  13. Reframing Teachers' Work for Educational Innovation

    Science.gov (United States)

    Kunnari, Irma; Ilomäki, Liisa

    2016-01-01

    The universities of applied sciences in Finland aim to support students in achieving work life competences by integrating authentic research, development and innovation (RDI) practices into learning. However, pursuing an educational change from a traditional higher education culture to a networked model of working is challenging for teachers. This…

  14. When teacher clusters work: selected experiences of South African ...

    African Journals Online (AJOL)

    Recent scholarship on teacher professional development has shown renewed interest in collaborative forms of teacher learning. Networks, communities of practice and clusters are related concepts that describe forms of collaboration between schools and/or teachers that encourage such learning. In South Africa, teacher ...

  15. 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…

  16. Energy Project professional development: Promoting positive attitudes about science among K-12 teachers

    Directory of Open Access Journals (Sweden)

    Amy D. Robertson

    2017-07-01

    Full Text Available Promoting positive attitudes about science among teachers has important implications for teachers’ classroom practice and for their relationship to science as a discipline. In this paper, we report positive shifts in teachers’ attitudes about science, as measured by the Colorado Learning Attitudes about Science (CLASS survey, over the course of their participation in a professional development course that emphasized the flexible use of energy representations to understand real world scenarios. Our work contributes to the larger effort to make the case that professional development matters for teacher learning and attitudes.

  17. The PIBID and the professional trajectories of Chemistry teachers

    OpenAIRE

    dos Santos, Bruno Ferreira; Moraes, Jucimara de Jesus

    2015-01-01

    In this article we present the results of a research study made with graduates of a course of teacher training in chemistry which were fellows of PIBID. The graduates were interviewed by questionnaires and semi-structured interviews. Our main aim was to identify the factors that define professional trajectories of the graduates and also to know the relationships between their participation in this program of initiation to teaching and their professional choices. Our data were analyzed by usin...

  18. Climate Change Professional Development: Design, Implementation, and Initial Outcomes on Teacher Learning, Practice, and Student Beliefs

    Science.gov (United States)

    Shea, Nicole A.; Mouza, Chrystalla; Drewes, Andrea

    2016-01-01

    In this work, we present the design, implementation, and initial outcomes of the Climate Academy, a hybrid professional development program delivered through a combination of face-to-face and online interactions, intended to prepare formal and informal science teachers (grades 5-16) in teaching about climate change. The Climate Academy was…

  19. Repositioning Professionalism: Teachers, Mentors, Policy and Praxis

    Science.gov (United States)

    Ingleby, Ewan; Tummons, Jonathan

    2012-01-01

    This article reflects on the interplay between the recommended policy of providing mentors for PCET ITT (Post-Compulsory Education and Training Initial Teacher Training) students and the praxis or application of this policy. The findings are based on questionnaire data that has been gathered from 80 PCET ITT students and their mentors alongside…

  20. Chemistry teacher professional development using the ...

    African Journals Online (AJOL)

    The knowledge base for teaching was considered to be the pedagogical content knowledge (PCK) conceptualized in the mid-1980s. But with the advent of modern technologies, information and communication technologies (ICTs) are becoming part of the day-to-day life of teachers and students. It was thus argued in the ...

  1. 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 ...

  2. Exploring the Complexity of Teacher Professional Identity

    Science.gov (United States)

    Hsieh, Betina Yuan-Cheng

    2010-01-01

    This dissertation is based on a case study of 8 beginning English teachers who participated in a collaborative inquiry group at an urban, comprehensive, high school in the San Francisco Bay Area. Qualitative data (including audio-transcribed meeting data, individual interview data, and classroom observations) were collected over two school years,…

  3. 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...

  4. Improving Impact Studies of Teachers' Professional Development: Toward Better Conceptualizations and Measures

    National Research Council Canada - National Science Library

    Laura M. Desimone

    2009-01-01

    The author suggests that we apply recent research knowledge to improve our conceptualization, measures, and methodology for studying the effects of teachers' professional development on teachers and students...

  5. 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.

  6. Science teachers' meaning-making when involved in a school-based professional development project

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

    2012-01-01

    A group of teachers' meaning-making when they are collaboratively analyzing artifacts from practice in local science classrooms in a school-based professional development (PD) project is examined through repeated interviews and represented as meaning-makig maps. The interpretation of the teachers......' meaning-making includes both their reference to outcomes from the project and their expressed ideas about teaching and learning of science. All four teachers refer to experiences from experimenting in their classrooms and interpret the collected artifacts in relation to students' learning. Furthermore......, they all felt encouraged to continue collaboration around science. During the interviews, the teachers emphasize various elements apparently connected to concrete challenges they each experience in their professional work. Implications in relation to the design of PD are discussed....

  7. Unnoticed Professional Competence in Day Care Work

    Directory of Open Access Journals (Sweden)

    Annegrethe Ahrenkiel

    2013-05-01

    Full Text Available This article presents a double perspective on social educators’ professional competence: It discusses how everyday life in day care centres (preschools is dependent on professional competences that can be conceived as “unnoticed.” These aspects of professional competence are embedded in routines, experiences and embodied forms of knowledge. However, it may be discussed whether these competences are under pressure from increased demands for documentation, standardization and evaluation of children’s learning outcomes. The article will briefly outline this development in the day care sector, followed by a discussion of unnoticed professional competence and the related notion of gestural knowledge. The double perspective on social educators’ professional competences will be illuminated by empirical examples from a research project involving social educators from two day care centres in Denmark.

  8. Unnoticed Professional Competence in Day Care Work

    DEFF Research Database (Denmark)

    Ahrenkiel, Annegrethe; Schmidt, Camilla; Nielsen, Birger Steen

    2013-01-01

    This article presents a double perspective on social educators’ professional competence: It discusses how everyday life in day care centres (preschools) is dependent on professional competences that can be conceived as “unnoticed.” These aspects of professional competence are embedded in routines......, experiences and embodied forms of knowledge. However, it may be discussed whether these competences are under pressure from increased demands for documentation, standardization and evaluation of children’s learning outcomes. The article will briefly outline this development in the day care sector, followed...... by a discussion of unnoticed professional competence and the related notion of gestural knowledge. The double perspective on social educators’ professional competences will be illuminated by empirical examples from a research project involving social educators from two day care centres in Denmark....

  9. Mentor teachers' perceptions of their own professional development within a secondary science professional development school

    Science.gov (United States)

    Kreamer, Sherry Maureen

    Mentor teachers' perceptions of their professional development within a secondary science professional development school were studied using grounded theory within a postmodern lens. The driving questions which framed this study were: How do mentor teachers' perceive their own professional development in the context of an emerging secondary science Professional Development School? How is mentor professional development supported or inhibited in this secondary science PDS? How do mentor teachers' perceive teaching science through inquiry in the context of this secondary science Professional Development School? In what ways do mentor teachers view themselves as participants in a community of learners within the PDS context? Seven secondary science mentor teachers were purposefully selected as participants based on their commitment to mentor a pre-service science education intern for one school year. The primary sources of data were two semi-structured interviews, one taken early in the school year, and the other taken near or at the end of the school year. Other sources of data were participant mentor journal entries, focus group notes, written mentor responses to an inquiry prompt and professional development prompt, and the Secondary Science Professional Development Handbook which the participant/focus group generated. These additional data sources were used to help reach consensus as well as add richness to the study. Data were analyzed initially using the grounded theory qualitative software ATLASti (1997), to discover codes and patterns of connectivity. Results of initial analysis were compared with subsequent data analysis, and member check for clarification and consensus. Mentors in this study identified six dimensions which influenced their professional development. Five of these enhanced their practice. These were: benefits, roles, goals, preparation, and support. Participants also identified barriers which inhibited their professional growth. The most

  10. 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.

  11. Teacher Professional Development in Laredo, TX

    Science.gov (United States)

    Finkelstein, Keely D.; Macri, L. M.; Hemenway, M.; Wetzel, M.; Preston, S.; Rood, M.

    2014-01-01

    In the fall of 2012, McDonald Observatory, Texas A&M University, and Texas A&M International University conducted a series of workshops on astronomy content for 5th - 8th grade teachers in Laredo, Texas. Three one-day workshops were held at the Lamar Bruni Vergara Planetarium of Texas A&M International University, using a mix of in-person and distance learning technology. Texas A&M professor Lucas Macri gave public talks in English and Spanish, and a lunch-time presentation to the teachers. A series of evaluation tools were used to assess the success of the workshops. A Nominal Group Technique (NGT) discussion was used, through which groups developed consensus answers about their learning, expectations for classroom use, and satisfaction with the workshop. The Astronomy/Space Science Test (MOSART Grades 5-8) was also issued as a pre- and post-test to assess gains in knowledge. Teacher consensus was that the materials and activities of the workshop had been helpful for learning and that they expected to use many of them in their classrooms. However, the evaluation also showed that teachers would have preferred the Observatory educator be physically present for all workshops. Past video-conferencing workshops, where local facilitators first participated in workshops at the Observatory, showed better feedback and results concerning this point. Comparing those results to the present case, we conclude that more clearly defined roles and better training for the science specialists and local facilitators would improve the video conference experience for the teachers. Comparison of pre- and post-test results showed improved teacher knowledge. An additional benefit of this project was the further development of partnerships between McDonald Observatory and Texas A&M International University, which has resulted in further education projects, including a video-conference presentation series to eight-grade students and their families. This secondary project focused on

  12. 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.

  13. Supporting Democratic Discourses of Teacher Professionalism: The Case of the Alberta Teachers' Association

    Science.gov (United States)

    Osmond-Johnson, Pamela

    2015-01-01

    This paper explores understandings related to teacher professionalism amongst a sample of highly engaged members of the Alberta Teacher's Association (ATA). Highlighting the many ways in which the Association supported members in their bid to embody roles as leaders, learners, advocates, and policy actors, I argue that the ATA serves as a platform…

  14. 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…

  15. Acknowledging Teacher Professionalism in Ireland: The Case for a Chartered Teacher Initiative

    Science.gov (United States)

    Lynch, Raymond; Hennessy, Jennifer; Gleeson, Jim

    2013-01-01

    This paper presents an argument for the development of an Irish Chartered Teacher initiative which would acknowledge and accredit the professionalism of experienced and accomplished teachers. It begins by examining the current position of teaching as a profession based on findings from Irish and international research studies. Issues surrounding…

  16. Teacher Professional Development through a School-University Partnership. What Role Does Teacher Identity Play?

    Science.gov (United States)

    Trent, John

    2012-01-01

    This study examines the continuing professional development of one group of secondary school English language teachers who participated in a school-university partnership in Hong Kong. Grounded in a framework of teacher identity and using in-depth interviews conducted over the entire 12 month period of the partnership, the study explores the…

  17. International Teacher Professional Development: Teacher Reflections of Authentic Teaching and Learning Experiences

    Science.gov (United States)

    Alfaro, Cristina; Quezada, Reyes L.

    2010-01-01

    The article examines 21 biliteracy teachers who studied and taught in schools through an eight-week in-service professional development program with indigenous children in the state of Altacomulco, Mexico. In the process of documenting their international teaching experiences, a study was conducted to ascertain biliteracy teachers' development of…

  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. 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…

  20. Enhancing the Professional Vision of Teachers

    DEFF Research Database (Denmark)

    Pantazos, Kostas; Vatrapu, Ravi

    2016-01-01

    This paper reports on a study of the design, development and evaluation of two teaching analytics dashboards that visualize students’ repertory grid exercise data. The technical objective of the dashboards is to support teachers to investigate and compare personal constructs and element ratings...... by students for given topics of study at the individual student, group or classroom levels of analysis. The pedagogical objective of the dashboards is to facilitate formative assessment feedback to students and feed-forward refinements to ongoing instructional practices. The teaching analytics dashboards were...... integrated physiological and performance measures. Eye-tracking data from the two dashboards showed the relative importance of dashboard areas in each case in terms of aggregate gaze allocation. Findings informed the iterative design of the dashboards leading to teachers not being adversely affected...

  1. Challenges for Teachers in Developing their Teaching Professionalism: A Case Study of Secondary School in Makassar, Indonesia

    Directory of Open Access Journals (Sweden)

    Hasan Tanang

    2014-05-01

    Full Text Available Identifying challenges for teachers in developing their professionalism in teaching to improve students’ learning outcomes. The focus was addressed on the development of teaching professionalism in improving knowledge and skills of Junior High School teachers in Makassar Indonesia. This study employed qualitative methods through a case study to identify the barriers of professionalism in teaching. 36 samples for open-ended questionnaire and nine of them are selected purposively to be interviewed. The data was analyzed by coding based on themes related to constraints in teaching management. The results showed four obstacles experienced by teachers in developing their professionalism, namely constraints on textbooks and student worksheets, school laboratory usage, ICT-based media, and the students themselves. The identification could encourage the community and parents support to finance the development of professionalism in teaching and to help the teachers work effectively

  2. Teachers Learning to Research Climate: Development of hybrid teacher professional development to support climate inquiry and research in the classroom

    Science.gov (United States)

    Odell, M. R.; Charlevoix, D. J.; Kennedy, T.

    2011-12-01

    The GLOBE Program is an international science and education focused on connecting scientists, teachers and students around relevant, local environmental issues. GLOBE's focus during the next two years in on climate, global change and understanding climate from a scientific perspective. The GLOBE Student Climate Research Campaign (SCRFC) will engage youth from around the world in understanding and researching climate through investigations of local climate challenges. GLOBE teachers are trained in implementation of inquiry in the classroom and the use of scientific data collection protocols to develop inquiry and research projects of the Earth System. In preparation for the SCRC, GLOBE teachers will need additional training in climate science, global change and communicating climate science in the classroom. GLOBE's reach to 111 countries around the world requires development of scalable models for training teachers. In June GLOBE held the first teacher professional development workshop (Learning to Research Summer Institute) in a hybrid format with two-thirds of the teachers participating face-to-face and the remaining teachers participating virtually using Adobe Connect. The week long workshop prepared teachers to integrate climate science inquiry and research projects in the classrooms in the 2011-12 academic year. GLOBE scientists and other climate science experts will work with teachers and their students throughout the year in designing and executing a climate science research project. Final projects and research results will be presented in May 2012 through a virtual conference. This presentation will provide the framework for hybrid teacher professional development in climate science research and inquiry projects as well as summarize the findings from this inaugural session. The GLOBE Program office, headquartered in Boulder, is funded through cooperative agreements with NASA and NOAA with additional support from NSF and the U.S. Department of State. GLOBE

  3. Work stress, poor recovery and burnout in teachers.

    Science.gov (United States)

    Gluschkoff, K; Elovainio, M; Kinnunen, U; Mullola, S; Hintsanen, M; Keltikangas-Järvinen, L; Hintsa, T

    2016-10-01

    Both work stress and poor recovery have been shown to contribute to the development of burnout. However, the role of recovery as a mediating mechanism that links work stress to burnout has not been sufficiently addressed in research. To examine recovery as a mediator in the relationship between work stress and burnout among teachers. A cross-sectional study of Finnish primary school teachers, in whom burnout was measured with the Maslach Burnout Inventory-General Survey and work stress was conceptualized using the effort-reward imbalance (ERI) model. Recovery was measured with the Recovery Experience Questionnaire and the Jenkins Sleep Problems Scale. Multiple linear regression analyses and bootstrap mediation analyses adjusted for age, gender and total working hours were performed. Among the 76 study subjects, high ERI was associated with burnout and its dimensions of exhaustion, cynicism and reduced professional efficacy. Poor recovery experiences, in terms of low relaxation during leisure time, partially mediated the relationship between ERI and reduced professional efficacy. Sleep problems, in the form of non-restorative sleep, partially mediated the relationship between ERI and both burnout and exhaustion. Supporting a balance between effort and reward at work may enhance leisure time recovery and improve sleep quality, as well as help to reduce burnout rates. © The Author 2016. Published by Oxford University Press on behalf of the Society of Occupational Medicine. All rights reserved. For Permissions, please email: journals.permissions@oup.com.

  4. 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…

  5. 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…

  6. Examining Oregon Agriculture Teachers' Professional Development Needs by Career Phase

    Science.gov (United States)

    Sorensen, Tyson J.; Lambert, Misty D.; McKim, Aaron J.

    2014-01-01

    Agriculture teachers face challenges at every stage of their career, creating a need for professional development to meet their individual needs. Additionally, research suggests the need for periodic needs assessments to be conducted within individual states. The purpose of this study was to identify and describe, using the Borich needs assessment…

  7. Collaborative Professional Development for Distributed Teacher Leadership towards School Change

    Science.gov (United States)

    Sales, Auxiliadora; Moliner, Lidón; Francisco Amat, Andrea

    2017-01-01

    Professional development that aims to build school change capacity requires spaces for collaborative action and reflection. These spaces should promote learning and foster skills for distributed leadership in managing school change. The present study analyses the case of the Seminar for Critical Citizenship (SCC) established by teachers of infant,…

  8. The professional lives of teacher victims of workplace bullying: A ...

    African Journals Online (AJOL)

    In order to expand the body of knowledge on workplace bullying in South Africa the aim of this article is to report on findings from a narrative analysis. In this article the professional life stories of two teachers, who have been exposed to bullying by their principals over an extended period of time, are retold. The narratives ...

  9. 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…

  10. Connecting Instructional Technology Professional Development to Teacher and Student Outcomes

    Science.gov (United States)

    Martin, Wendy; Strother, Scott; Beglau, Monica; Bates, Lauren; Reitzes, Timothy; Culp, Katherine McMillan

    2010-01-01

    This article presents findings from an evaluation of an instructional-technology professional development (PD) program that uses many practices advocated by PD experts. In this multiphase evaluation, evaluators examined the program, determined whether variations in program implementation had an impact on teacher outcomes, and then looked at…

  11. Orientations to Science Teacher Professional Development: An Exploratory Study

    Science.gov (United States)

    Park Rogers, Meredith A.; Abell, Sandra K.; Marra, Rose M.; Arbaugh, Fran; Hutchins, Kristen L.; Cole, James S.

    2010-01-01

    Just as individual teachers have orientations to teaching and learning science that influence their practice, we assert that professional development (PD) projects also have an orientation that guides the design and implementation of the entire project; a construct we term "PD Project Orientation". The purpose of this study was to validate the…

  12. CLASS Reliability Training as Professional Development for Preschool Teachers

    Science.gov (United States)

    Casbergue, Renée M.; Bedford, April Whatley; Burstein, Karen

    2014-01-01

    Use of the Classroom Assessment Scoring System (CLASS) is increasing across the United States as an important indicator of the quality of programs for young children. Professional development is required to facilitate teachers' understanding of the instructional behaviors upon which they will be judged. This study investigated the use of the…

  13. 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…

  14. Teacher Professional Development as a Scientific Problem in Comparative Pedagogics

    Science.gov (United States)

    Avshenyuk, Natalia; Kostina, Lyudmyla

    2014-01-01

    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…

  15. Influencing Change for Teacher Leader Professional Learning: A Phenomenological Study

    Science.gov (United States)

    Reichert, Emily C.

    2010-01-01

    Implementing district level change to an established teacher leader professional development model calls for an understanding of the power and influence structures within the school district. Levels of power and influence are impacted by four main factors in the change process: roles in the organization, ability to communicate, personal…

  16. Professional Development for Mathematics Teachers: Using Task Design and Analysis

    Science.gov (United States)

    Lee, Hea-Jin; Özgün-Koca, S. Asli

    2016-01-01

    This study is based on a Task Design and Analysis activity from a year-long professional development program. The activity was designed to increase teacher growth in several areas, including knowledge of mathematics, understanding of students' cognitive activity, knowledge of good questions, and ability to develop and improve high quality tasks.…

  17. 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…

  18. Stimulating teachers' continuous professional development in the Netherlands

    NARCIS (Netherlands)

    Reynders, Liesje; Vermeulen, Marjan; Kessels, Joseph; Kreijns, Karel

    2015-01-01

    Planned Continuous Professional Development (CPD) in the past and current international initiatves are frequently based on an implicit deficiency assumption or gap-based model. This study answered the research question “To what extent can teachers be triggered to participate in CPD following a

  19. 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.

  20. Pedagogical System of Future Teachers' Professional Thinking Culture Formation

    Science.gov (United States)

    Abildina, Saltanat K.; Sarsekeyeva, Zhanar Y.; Aidarbekova, Kulzhan A.; Asetova, Zhannur B.; Adanov, Kuanysbek B.

    2016-01-01

    Research objective is to theoretically justify and to develop a pedagogical system of development of future teachers' professional thinking culture. In the research there are used a set of theoretical methods: systematic analysis of the philosophical, psychological and pedagogical literature on the researched topic; compilation and classification…

  1. 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

  2. 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…

  3. 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…

  4. Physical and mental workloads in professional dance teachers.

    Science.gov (United States)

    Wanke, Eileen M; Schmidt, Mike; Leslie-Spinks, Jeremy; Fischer, Axel; Groneberg, David A

    2015-03-01

    The aim of this cross-sectional study was to investigate the level of mental and physical workloads in professional dance teachers depending on the trained students' age, technique level, or dance style. A total number of 133 professional dance pedagogues responded to an online cross-sectional questionnaire survey on self-assessment of physical and mental workloads occurring during dance units. The majority of dance teachers estimated their level of physical and mental workload to be almost as high as that of their students, with differences in physical and mental workloads observed depending on dance style, age of students, and technical level. More than 60% of the teachers were convinced that their occupation implies positive effects on their own health in terms of self-realization (78.2%), musculoskeletal system (66.9%), and social relationships (61.7%). Of all respondents, 58.6% stated that their musculoskeletal system was jeopardized by the physically demanding activity. This is followed by the fear of financial insecurity (50.4%). The majority of all dance teachers (males 65.4%, females 63.9%) would like to obtain further education on prevention against or dealing with physical workload. Physical and mental workloads play an important role in dance teaching. Coping with or preventing these loads could be keys to a lifelong, healthy career as a professional dance teacher. Future trials should look at clinical parameters of physical and mental load.

  5. Work Value Characteristics of Construction Professionals

    OpenAIRE

    Beach, Tyler

    2016-01-01

    The construction industry is projected to experience continued employment growth affecting craft workers but professionals as well. Previous studies have identified demographic differences in generational categories and gender as a contributing factor in the recruitment and retention of construction professionals. Survey data collected as part of this study found that there are more significant similarities between the three generations (Baby Boomers, Gen X and Millennials) surveyed than diff...

  6. 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.

  7. How work setting and job experience affect professional nurses' values.

    Science.gov (United States)

    Fernández-Feito, Ana; Palmeiro-Longo, María Del Rosario; Hoyuelos, Salomé Basurto; García-Díaz, Vanesa

    2017-01-01

    The development of professional values in nursing is directly related to quality and ethical clinical practise and may also increase practitioner and patients' satisfaction. Some factors, such as work setting or work experience, can influence the importance granted to the professional values of nursing. To compare in primary care nurses and hospital care nurses the importance granted to professional values and to contrast this perception as a function of professional experience. Research design, participants and research context: Descriptive cross-sectional study. Participants were 380 nursing professionals from the public health system (primary care and hospital care). Three dimensions were analysed: ethics, professional expertise and professional mastery. Data were collected from January to June 2015. Ethical considerations: We obtained permission from the Ethics Committee and participants' informed consent. Hospital care professionals attached more importance to all the values analysed, regardless of their work experience. Ethical values, such as confidentiality and respect for the person, were considered to be very important in both systems. Values related to professional expertise obtained lower scores, especially in primary care. In general, professionals with more than 20 years' experience granted less importance to the values. The professional setting influenced the importance assigned to professional nursing values, and clear differences were observed between primary and hospital care. The domain of ethics was considered the most important. It is necessary to reflect on the significance attributed to professional values, especially in more expert nursing staff.

  8. The Impact of Professional Development about Weight-Related Issues for Pre-Service Teachers: A Pilot Study

    Science.gov (United States)

    Russell-Mayhew, Shelly; Ireland, Alana; Peat, Gavin

    2012-01-01

    Many teachers do not have a working knowledge of body image or weight issues. This pilot project examined body image satisfaction and eating/weight-related behaviours before and after a professional in-service with physical education pre-service teachers (N = 16). At the three-month follow-up, measures were repeated and qualitative data (critical…

  9. Self-Efficacy, Job Satisfaction, Motivation and Commitment: Exploring the Relationships between Indicators of Teachers' Professional Identity

    Science.gov (United States)

    Canrinus, Esther T.; Helms-Lorenz, Michelle; Beijaard, Douwe; Buitink, Jaap; Hofman, Adriaan

    2012-01-01

    This study investigates how relevant indicators of teachers' sense of their professional identity (job satisfaction, occupational commitment, self-efficacy and change in level of motivation) are related. A model is proposed, tested with structural equation modelling (SEM) and refined using data from 1,214 Dutch teachers working in secondary…

  10. Reskilled and "Running Ahead": Teachers in an International School Talk about Their Work

    Science.gov (United States)

    Bailey, Lucy

    2015-01-01

    This article reports on a study of the professional identity of expatriate teachers working in an international school in Malaysia. It examines the practical, cultural and professional challenges they experienced as they transitioned to an international school setting. Their experiences of curricular, organisational and cultural change are…

  11. Incentives, Teachers, and Gender at Work

    Science.gov (United States)

    Robert, Sarah A.

    2013-01-01

    Incentive pay programs have become panacea for a multitude of educational challenges. When aimed at teachers the assumption is that rewards entice them to work in particular ways or particular schools. However, the assumption is based on an economic formula that does not take into consideration the gendered nature of policy processes. This study…

  12. Burnout and Work Engagement among Teachers

    Science.gov (United States)

    Hakanen, Jari J.; Bakker, Arnold B.; Schaufeli, Wilmar B.

    2006-01-01

    The Job Demands-Resources Model was used as the basis of the proposal that there are two parallel processes involved in work-related well-being among teachers, namely an energetical process (i.e., job demands --> burnout --> ill health) and a motivational process (i.e., job resources --> engagement --> organizational…

  13. Professional self-esteem as a predictor of teacher burnout across Iranian and Turkish EFL teachers

    Directory of Open Access Journals (Sweden)

    Ebrahim Khezerlou

    2017-01-01

    Full Text Available 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 (MBI-ES was used to measure the perceived burnout levels of the participants, and a shortened English version of Professional Self-esteem Scale developed by Aricak (1999 was employed to measure the participants’ self-esteem perceptions in five dimensions of satisfaction, knowledge development, commitment, adaptation and communication. The internal reliability of the professional self-esteem scale was r = 0.821. The results revealed that professional selfesteem was strongly correlated with EE, DP, and PA burnout. They also showed that EE, DP, and PA processes were better predicted by Satisfaction, Commitment, and Knowledge Development dimensions of Professional Self-esteem in the case of both Iranian and Turkish teachers, respectively. Moreover, the EE and PA prediction variances of Iranian group were greater than that of Turkish group, whereas the DP prediction variance of Turkish group was greater than that of Iranian group. The study highlights the significance of professional self-esteem in education and offers strategies for teachers and authorities to combat burnout for better teacher productivity.

  14. Moving Latino/a Students into STEM Majors in College: The Role of Teachers and Professional Communities in Secondary Schools

    Science.gov (United States)

    Moller, Stephanie; Banerjee, Neena; Bottia, Martha Cecilia; Stearns, Elizabeth; Mickelson, Roslyn Arlin; Dancy, Melissa; Wright, Eric; Valentino, Lauren

    2015-01-01

    We argue that Latino/a students are more likely to major in science, technology, engineering, and math (STEM) in college if they were educated in high schools where they studied with satisfied teachers who worked in collaborative professional communities. Quantitative results demonstrate that collaborative professional communities in high school…

  15. Performers and Postulates: The Role of Evolving Socio-Historical Contexts in Shaping New Teacher Professional Identities

    Science.gov (United States)

    Leonard, Simon N.; Roberts, Philip

    2014-01-01

    In this article we investigate the generative causes of variation in the professional identity of new teachers. Building on previous work that has shown a link between professional identity and socio-political context, we argue that the context experienced in late adolescence and early adulthood is particularly significant in shaping how beginning…

  16. Emerging Considerations for Professional Development Institutes for Science Teachers

    Science.gov (United States)

    Freeman, John G.; Marx, Ronald W.; Cimellaro, Luigia

    2004-04-01

    This paper describes two professional development institutes in project-based science. We collected data from these institutes in the form of structured questionnaires, individual written reflections by the teachers, and focus-group interviews. An analysis of the data revealed three factors that had been underrepresented in previous research: comfort, technology, and balance. In terms of comfort, the teachers expressed a need for both physical and psychological comfort for them to learn. The technological emphasis in our institutes caused teachers to stress in their comments our developing software. We found that, depending on teachers'' previous knowledge, technology could be a barrier or a support to the success of institutes. Finally, we found a necessity to balance elements within the institute and a need to balance cognitively demanding time on task with less demanding opportunities for informal interaction.

  17. DESIGN AND TECHNOLOGICAL APPROACH TO TEACHER PROFESSIONAL TRAINING

    Directory of Open Access Journals (Sweden)

    Elena Sagan

    2017-10-01

    Full Text Available Relevant for teaching modern science and practice is the task of finding ways to increase motivation, learning by intensifying qualitatively new teaching tools, design and implementation of technological approach to professional training of teachers, especially primary school teacher. The article summarizes the views of scientists on the use of design technology in higher pedagogical educational institution, organization design expediency of future teachers as an example of discipline "Mathematics". Design and technological approach allows for potential developmental math through a combination of formal mathematical knowledge of the emotional and aesthetic component of their production, with the formation of subjective attitude towards new knowledge. Thus, the creation of the "World Geometry" not only promotes the popularization of science, but also influences the outlook of the future teacher, his adaptability and mobility in the modern educational environment, fundamentalization his training.

  18. 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…

  19. Exploring the Malaysian Rural School Teachers' Professional Local Knowledge in Enhancing Students' Thinking Skills

    Science.gov (United States)

    Jamil, Hazri; Arbaa, Rohani; Ahmad, Mohamad Zohir

    2017-01-01

    This paper discussed a qualitative research findings on the case of Malaysian teachers employed their professional local knowledge for enhancing students' thinking skills in classroom practices. In this paper, a teacher's professional local knowledge is viewed as a teacher's professional knowledge and skills developed through the combination of…

  20. The Influence of Field Teaching Practice on Pre-service Teachers' Professional Identity: A Mixed Methods Study.

    Science.gov (United States)

    Zhao, Hongyu; Zhang, Xiaohui

    2017-01-01

    The current study used mixed methods to research pre-service teachers' professional identity. Ninety-eight pre-service teachers were investigated and twelve teachers were interviewed in China. The results were as follows: (1) The results of quantitative data showed that compared with before the field teaching practice, pre-service teachers' professional identity increased after the field teaching practice-specifically, intrinsic value identity increased, and extrinsic value identity did not significantly change; (2) The results of qualitative data validated and elaborated the results of quantitative data in more detail with regard to changes in professional identity. Specifically, compared with before the field teaching practice, intrinsic value identity including work content, work pattern, etc., increased and extrinsic value identity including work environment, income, and social status, etc., did not significantly change after experiencing teaching practice; (3) The results of qualitative data also showed that mentor support at field school promoted the development of pre-service teachers' professional identity. Moreover, the development of pre-service teachers' professional identity during field teaching practice further promoted their professional commitment; that is, it promoted their emotional evaluation and belief in the teaching profession. The study discussed these results and proposed solutions and suggestions for future studies.

  1. 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.

  2. The efficacy beliefs of preservice science teachers in professional development school and traditional school settings

    Science.gov (United States)

    Newsome, Demetria Lynn

    Teachers' efficacy beliefs have been shown to correlate positively with to the successful implementation of science reform measures (National Research Council, 1996) and are context specific (Koul & Rubba, 1999). Studies on teacher efficacy in specific contexts have been conducted including the availability of resources and parent support (Tschannen-Moran & Hoy, 2002), classroom management (Emmer & Hickman, 1990; Raudenbush, Rowen, & Cheong, 1992); and institutional climate and behavior of the principal (Hoy & Woolfolk, 1993). The purpose of this study was to compare the science teaching efficacy beliefs of teacher interns prepared in professional development schools with those of student teachers prepared in traditional school settings. Other variables examined included academic level, academic major, and area of science concentration. Preservice science teacher efficacy beliefs were measured using the Science Teaching Efficacy Beliefs Instrument for Preservice Science Teachers, STEBI Form B (Enoch & Riggs, 1990) with demographic information being collected by an accompanying questionnaire. Analyses included scoring the surveys on two scales, Personal Science Teaching Efficacy Beliefs Scale and the Outcome Expectancy Scale, calculating descriptive statistics, as well as performing MANOVAS and correlations. Results indicate that preservice science teachers working in professional development schools exhibit higher personal science teaching efficacy beliefs. This finding corroborates previous studies on the efficacy beliefs of preservice teachers working in PDS schools (Long, 1996; Sandholtz & Dadlez, 2000). Results also show a strong correlation between the personal science teaching efficacy beliefs and the setting where student teaching takes place. In addition, significant differences were found in the personal science teaching efficacy beliefs between elementary education majors and science majors, science education majors, and secondary education majors

  3. 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

  4. PROFESSIONAL DEVELOPMENT OF COACHES AND TEACHERS: TRENDS AND CHALLENGES

    Directory of Open Access Journals (Sweden)

    Mustafa Levent Ince

    2013-07-01

    Full Text Available Coaches and teachers are two key figures in the management and facilitation of the transformational process (i.e. training-education in sport. Therefore, providing high quality professional development opportunities for them can directly impact on the transformational process in sport. Professional development content for coaches and teachers is influenced by current and future needs of the athletes. Traditionally, aim of athletic success has the strongest effect on sport practices. Focus of this aim is mainly on talented children and youth. Therefore, it requires a very selective process and it is not inclusive. Recently, increased awareness of health promotion and the strong link between health and regular sport participation have also deeply impacted on sport practices. This point of view emphasizes on “sports for all” and “lifelong sport participation”, and it is inclusive. Aim of athletic success and aim of health promotion require different coaching and teaching approaches. However, developing a sense of autonomy in athletes is important in both settings. Above mentioned issues influence the “training design” and “instructional design” approaches for coaches and teachers in different contexts. Current presentation will include a discussion on both trends and challenges in the professional development of coaches and teachers in making them better facilitators of teaching and learning.

  5. Collaborative Professional Development for Statistics Teaching: A Case Study of Two Middle-School Mathematics Teachers

    Science.gov (United States)

    de Oliveira Souza, Leandro; Lopes, Celi Espasandin; Pfannkuch, Maxine

    2015-01-01

    The recent introduction of statistics into the Brazilian curriculum has presented a multi-problematic situation for teacher professional development. Drawing on research in the areas of teacher development and statistical inquiry, we propose a Teacher Professional Development Cycle (TPDC) model. This paper focuses on two teachers who planned a…

  6. 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…

  7. 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…

  8. Professional development of teachers: Critical success factors

    Directory of Open Access Journals (Sweden)

    G.M. Steyn

    2005-07-01

    Full Text Available Professional development (PD has attracted a great deal of attention in recent years. Despite research findings, the development of many PD programmes often rests on faulty assumptions of such research or even no research at all. The purpose of this article is threefold: to explain why some PD programmes have been unsuccessful; to outline key factors that may influence the effective implementation of PD and to explain the importance of contextual factors like environment, internal conditions and individual considerations as the major sources of momentum for PD in schools. Specific categories that are high-lighted include the following: learning styles of educators, educator commitment, transformational leadership, out-of-school conditions, in-school conditions and requirements of PD programmes. The design of PD requires a new way of thinking and interacting and, most importantly, should be a step towards improved learner performance.

  9. 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…

  10. 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…

  11. Formation of students of higher educational institutions ready to use injury-prevention knowledge in professional work.

    Directory of Open Access Journals (Sweden)

    Gavrilenko I.V.

    2011-01-01

    Full Text Available The article explains the theoretical model of the readiness of future teachers of physical culture to use injury-prevention knowledge in professional work. Professional readiness of future teachers to teaching involves his professional qualifications and a set of personal qualities and properties. In order to assess the effectiveness of the model components have been identified as signs proving the degree of quality training for students. Efficiency of the model is evaluated on specific indicators, taking into account the level of preparedness for future professionals in injury-prevention activities.

  12. Investigation of School Professionals' Self-Efficacy for Working with Students with ASD: Impact of Prior Experience, Knowledge, and Training

    Science.gov (United States)

    Corona, Laura L.; Christodulu, Kristin V.; Rinaldi, Melissa L.

    2017-01-01

    School professionals who work with students with autism spectrum disorder (ASD) play a significant role in the academic experiences of these students, but some evidence suggests that teachers of students with ASD experience a high risk of burnout. Research has begun to examine factors that ameliorate or prevent teacher burnout, including teacher…

  13. 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…

  14. Professional teachers development through a constructivist approach: didactic contexts,

    Directory of Open Access Journals (Sweden)

    Suzana Maria Coelho

    2008-09-01

    Full Text Available The present paper discusses the partial results obtained from a research that aimed professional development courses for primary and secondary school teachers, under a constructivist and hands-on approach. The intention was to analyze how teachers grasp knowledge under such context, what difficulties emerge and what situations favour their learning process, as well as to study the consequences of professional development courses on their classroom practices. Thirteen teachers participated on workshops during which the investigation of electrostatic phenomena was proposed and low cost experimental apparatus were built, and simultaneously teachers had the opportunity to reflect and analyze their pedagogic practices. The methodological approach of this investigation was qualitative, data were collected with records of oral and written outcomes from researched subjects, as well as records of researchers observations. The learning context generated in those workshops enabled the identification of both conceptual and linguistic difficulties, along with other learning forms, such as action learning and group action learning. Metacognition processes fostered a critical view upon the mechanisms of scientific knowledge acquisition. It is assumed that the experience and the analysis of situations that are similar to those proposed to students might favour an isomorphism with future classroom actions. This professional development proposal seems promising as to consolidate methodological changes arisen from teachers new models and conceptions, different from those regarded as traditional. The analysis of the data regarding the reflections on teachers practices and how the transposition of methods and contents to classrooms happened indicate to this sense and will be covered in a future paper.

  15. Challenges Confronting Career-Changing Beginning Teachers: A Qualitative Study of Professional Scientists Becoming Science Teachers

    Science.gov (United States)

    Watters, James J.; Diezmann, Carmel M.

    2015-03-01

    Recruitment of highly qualified science and mathematics graduates has become a widespread strategy to enhance the quality of education in the field of STEM. However, attrition rates are very high suggesting preservice education programs are not preparing them well for the career change. We analyse the experiences of professionals who are scientists and have decided to change careers to become teachers. The study followed a group of professionals who undertook a 1-year preservice teacher education course and were employed by secondary schools on graduation. We examined these teachers' experiences through the lens of self-determination theory, which posits autonomy, confidence and relatedness are important in achieving job satisfaction. The findings indicated that the successful teachers were able to achieve a sense of autonomy and confidence and, in particular, had established strong relationships with colleagues. However, the unique challenges facing career-change professionals were often overlooked by administrators and colleagues. Opportunities to build a sense of relatedness in their new profession were often absent. The failure to establish supportive relationships was decisive in some teachers leaving the profession. The findings have implications for both preservice and professional in-service programs and the role that administrators play in supporting career-change teachers.

  16. Graduate Students' Perceptions of Professional Power in Social Work Practice

    Science.gov (United States)

    Bundy-Fazioli, Kimberly; Quijano, Louise M.; Bubar, Roe

    2013-01-01

    The study of ways that professional power is perceived in social work practice is limited. This exploratory qualitative study analyzes second-year MSW students' perceptions of professional power in social work practice. This inquiry is guided by social constructivism and symbolic interactionism perspectives. The authors used constant comparison…

  17. NURTURING PROFESSIONAL SOCIAL WORK IN MALAWI

    African Journals Online (AJOL)

    User

    theory backed practice would be achieved. KEY TERMS: Malawi, social ... Underpinned by theories of social work, social sciences, humanities and indigenous knowledge, social work engages .... social work administration, social work with disabilities and special populations, family and child welfare, life course and ageing ...

  18. The Relationship between Teachers' Perceptions about Job-Embedded Professional Development and Teacher Efficacy in Implementing Technology

    Science.gov (United States)

    Cooper, Calvin H., Jr.

    2014-01-01

    Consistent with a recognized challenge across the United States, the local problem addressed in this study was teachers' inability to implement new technologies in the classroom. Professional development is the channel through which teachers improve, and high-quality professional development has been shown to enhance teacher efficacy. Professional…

  19. Critical Reflection in the Professional Development of Teachers: Challenges and Possibilities

    Directory of Open Access Journals (Sweden)

    Marjeta Šarić

    2017-09-01

    Full Text Available Critical reflection in teachers’ professional development has received much attention in the scholarly literature, and there is an overwhelming consensus about its great significance to the quality of teachers’ work. Nevertheless, despite the well-established role of reflection, a large gap between the professed goals and the actual reflective practice of teachers remains. The article starts with a short overview of the different definitions of critical reflection in the context of teachers’ professional development and then underlines some empirical research findings on the problems that teachers and teacher educators face when putting reflective practice into practice, especially at the deeper and more complex levels of reflection. It continues with a consideration of teachers’ qualifications for in-depth reflection as well as the obstacles and challenges facing teachers and teacher educators. The obstacles occur at the level of individual teachers’ personal traits and at the level of the context in which reflection is done. Employing an analysis of the obstacles, the authors develop some guidelines on how to support teachers in their attempts at making critical reflection part of their teaching practice. It is crucial for this encouragement not to overlook the principal purpose of teachers’ critical reflection; to contribute to new insights, knowledge reframing, and the introduction of such changes in teaching that will support students’ learning and the development of the community for the better learning, work, and life of all its individuals.

  20. Teacher Agency and Professional Learning Communities; What Can Learning Rounds in Scotland Teach Us?

    Science.gov (United States)

    Philpott, Carey; Oates, Catriona

    2017-01-01

    Recently there has been growth in researching teacher agency. Some research has considered the relationship between teacher agency and professional learning. Similarly, there has been growing interest in professional learning communities as resources for professional learning. Connections have been made between professional learning communities…

  1. A Black Feminist Book Club as a Multicultural Professional Development Model for Inservice Secondary Science Teachers

    Science.gov (United States)

    Hoard, Althea B.

    According to science teacher educators, science teachers often struggle to embrace and implement multicultural teaching practices due to limited awareness of the biases, assumptions, and oppressive structures that hinder the success of Students of Color in science classrooms. At its core, teachers lack this awareness due to incomplete understanding of the ways identity markers, such as race, gender, and socioeconomic status, work together to shape one's coming into, understanding of, and success in the sciences. To this end, this case study features four science teachers of diverse backgrounds who engaged in a book club structured to support their understanding of their intersectionality and their identity development. These four science teachers met as a science department to engage with the text Black Feminist Thought (BFT) (Collins, 2009) and other critical texts over a six-month period at a New York City, charter high school. The findings revealed the ways racial stereotypes, propagated by many factors--including images of scientists, relationships with teachers, and expectations of peers and family--influenced their coming into and understanding of science. Additionally, the findings show the ways teachers discovered their intersectionality--particularly the interplay of their race and gender--influenced their approaches to teaching science. As teachers learned about the multidimensionality of their positional identities, they became aware of discriminatory structures of power that disadvantage their Black female science students and reported implementing more student-centered pedagogical practices. Altogether, this study offers a professional development model for building critical consciousness with inservice secondary science teachers.

  2. 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.

  3. Teacher performance and work environment in the instructional process in vocational school

    Science.gov (United States)

    Kuncoro, Tri; Dardiri, Ahmad

    2017-09-01

    Teachers should have pedagogical, personality, social, and professional competency. stated that performance appraisal has several benefits, namely for the implementation of reward and punishment system, provision of feedback for teachers to develop their competencies, identification of training needs, and diagnosis of problems. According to performance is one's work result or success rate as a whole over a certain period of time in performing tasks compared to various possibilities, such as work standards, targets or criteria which have been predetermined and agreed. One's performance is based on daily tasks and responsibilities assigned to him/her. The racial differences in personality are largely due to different environmental influences, where people of different races have progressed for generations. Vocational high school teachers have a low pedagogic and professional performance. The factors that influence performance, according to the partner-lawyer model proposed, are expectations about rewards, encouragements, abilities, needs and traits, perceptions of tasks, internal and external rewards, perceptions of reward levels and job satisfaction. This study used a survey method to collect data or information about a large population using relatively small samples. The population of this research was vocational high school teachers. Data analysis techniques used the Regression Analysis with the assistance of SPSS. The results of teacher performance are as follows: 1) the pedagogic performance was relatively good; 2) professional performance was relatively good, and the overall performance of vocational high school teachers was still less effective and efficient; 3) the teachers' work environment was 42.5234%; and 4) there was no correlation between work environment and teacher performance, meaning that the work environment (conditions of physical work environment, psychological work environment, and non-physical work environment) does not positively support the

  4. Involving Practicing Scientists in K-12 Science Teacher Professional Development

    Science.gov (United States)

    Bertram, K. B.

    2011-12-01

    The Science Teacher Education Program (STEP) offered a unique framework for creating professional development courses focused on Arctic research from 2006-2009. Under the STEP framework, science, technology, engineering, and math (STEM) training was delivered by teams of practicing Arctic researchers in partnership with master teachers with 20+ years experience teaching STEM content in K-12 classrooms. Courses based on the framework were offered to educators across Alaska. STEP offered in-person summer-intensive institutes and follow-on audio-conferenced field-test courses during the academic year, supplemented by online scientist mentorship for teachers. During STEP courses, teams of scientists offered in-depth STEM content instruction at the graduate level for teachers of all grade levels. STEP graduate-level training culminated in the translation of information and data learned from Arctic scientists into standard-aligned lessons designed for immediate use in K-12 classrooms. This presentation will focus on research that explored the question: To what degree was scientist involvement beneficial to teacher training and to what degree was STEP scientist involvement beneficial to scientist instructors? Data sources reveal consistently high levels of ongoing (4 year) scientist and teacher participation; high STEM content learning outcomes for teachers; high STEM content learning outcomes for students; high ratings of STEP courses by scientists and teachers; and a discussion of the reasons scientists indicate they benefited from STEP involvement. Analyses of open-ended comments by teachers and scientists support and clarify these findings. A grounded theory approach was used to analyze teacher and scientist qualitative feedback. Comments were coded and patterns analyzed in three databases. The vast majority of teacher open-ended comments indicate that STEP involvement improved K-12 STEM classroom instruction, and the vast majority of scientist open-ended comments

  5. Tourism employment: contingent work or professional career?

    DEFF Research Database (Denmark)

    Hjalager, Anne-Mette; Andersen, Steen

    2001-01-01

    with a professional or vocational tourism education. Discusses the implications of the retention pattern, arguing that tourism shares its professional labour market with neighbouring sectors, and that the industry and educational support framework must therefore take account of this. However, there is a very real...... background does not give them any particular advantages vis-à-vis employees with less relevant qualifications. The retention of employees is a critical problem in Danish tourism, but while turnover is extremely high among the unskilled, significantly better retention rates are found among those...... risk of losing the competition for the best-qualified staff. Finally, it is postulated that tourism is a locus for new types of career concepts; however, we still lack a genuine understanding of the role of tourism for the contingent or boundaryless career....

  6. EFFECT OF SCHOOL CLIMATE, WORK STRESS AND WORK MOTIVATION ON THE PERFORMANCE OF TEACHER

    OpenAIRE

    Ramlani Lina Sinaulan

    2016-01-01

    Performance is a form of behavior of a person or organization with achievement orientation. The study results are known (a) the school climate affect performance of teachers, b) there is influence of work stress on teacher performance, (c) work motivation effect on teacher performance, d) school climate influence on job motivation of teachers, and (e) work stress effect on work motivation of teachers. Suggestions studies (a) improving teacher performance should the top priority schools in sch...

  7. Science teachers' meaning-making when involved in a school-based professional development project

    DEFF Research Database (Denmark)

    Nielsen, Birgitte Lund

    2012-01-01

    A group of teachers’ meaning-making when they are collaboratively analyzing artifacts from practice in local science classrooms in a school-based professional development (PD) project is examined through repeated interviews and represented as meaning-making maps. The interpretation of the teachers......’ meaningmaking includes both their reference to outcomes from the project and their expressed ideas about teaching and learning of science. All four teachers refer to experiences from experimenting in their classrooms and interpret the collected artifacts in relation to students’ learning. Furthermore, they all...... felt encouraged to continue collaboration around science. During the interviews, the teachers emphasize various elements apparently connected to concrete challenges they each experience in their professional work. Implications in relation to the design of PD are discussed....

  8. Science teachers' learning in a context of collaborative professional development

    Science.gov (United States)

    Faraji, Hassan

    The purpose of this qualitative study was to investigate and evaluate science teachers' learning in a context of Collaborative Professional Development, specifically in the Collaborative Program, which is under the Texas Regional Collaboratives for Excellence in Science Teaching (TRC). A non-positivistic, naturalistic approach was used to study five middle school science teachers from a large school district in South Central Texas that were involved in this program. The entire data collection process was conducted from June 1998 through September 2000. I distributed a 15-question survey to the five respondents prior to conducting in-depth interviews with them, between July 2000 and December 2000. I made five class observations, one per teacher, from March 2000 to May 2000. I started to analyze my qualitative data in June 2002. I returned to the write-up process in December 2002, and have continued to the conclusion. This study is intended to serve as a source of information and insight for many different people and groups, including current and prospective science teachers and administrators who are planning to participate in the TRC Results of the study showed eight findings: (1) An overwhelming preference for the kind of professional development respondents received in the Collaborative Program, over the kinds of workshops and seminars they has attended in the past; (2) Collaborative-style learning is initially intimidating and difficult for teachers, but ultimately valuable; (3) The teachers apply what they have learned in the Collaborative Program to their own classrooms; (4) Hands-on learning is something that both teachers and their students enjoy; (5) The Collaborative Program has invigorated their sense of themselves as teachers, and as science teachers specifically, and has built their confidence in teaching science; (6) The incentives for teacher participation in the Collaborative Program seem to be intellectual ones just as much as material ones; (7) The

  9. 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.

  10. Newly graduated nurses' job satisfaction: comparison with allied hospital professionals, social workers, and elementary school teachers.

    Science.gov (United States)

    Park, Mihyun; Lee, Ji Yun; Cho, Sung-Hyun

    2012-09-01

    The purposes of this study are to examine differences in job satisfaction among professional groups including nurses, allied hospital professionals, social workers, and elementary school teachers, and to identify specific characteristics of job satisfaction of nurses. The study design was a cross-sectional exploratory study using secondary data analysis with the 2009 Graduates Occupational Mobility Survey. The sample was female new graduates. The differences in job satisfaction among professional groups were analyzed using logistic regression (satisfied vs. not satisfied). Overall, 41.5% of nurses, 50.1% of allied hospital professionals, 58.2% of social workers, and 89% of elementary school teachers were satisfied with their job. Nurses were significantly less satisfied than the other professionals in 5 of the 11 job characteristics and had the lowest odds ratio (OR) when compared with elementary school teachers: work content (OR = 0.197, 95% CI [0.128, 0.304]), physical work environment (OR = 0.353, 95% CI [0.236, 0.529]), working hours (OR = 0.054, 95% CI [0.033, 0.088]), personal growth (OR = 0.242, 95% CI [0.160, 0.366]), and autonomy (OR = 0.188, 95% CI [0.123, 0.288]). Work content, physical work environment, interpersonal relationship, advancement system, and autonomy were significantly associated with the overall job satisfaction of nurses. Relatively dissatisfying job characteristics in nursing work environment that were significant predictors for nurses' job satisfaction should be improved. Newly graduated nurses are at risk for job dissatisfaction. This can result in high turnover rates and can exacerbate the nursing shortage. Efforts to improve the work environment are needed. Copyright © 2012. Published by Elsevier B.V.

  11. Working with What They Have: Professional Development as a Reform Strategy in Rural Schools

    Science.gov (United States)

    Barrett, Nathan; Cowen, Joshua; Toma, Eugenia; Troske, Suzanne

    2015-01-01

    In-service teacher professional development has been used to improve teacher effectiveness. In Kentucky, the National Science Foundation funded a large professional development program called the Appalachian Math and Science Partnership (AMSP) to provide content-based professional development to teachers in rural schools. We show that students…

  12. FORMING THE PROFESSIONAL COMPETENCE OF THE FUTURE ENGLISH LANGUAGE TEACHERS OF PRIMARY SCHOOL USING ICT

    Directory of Open Access Journals (Sweden)

    Liudmyla H. Havrilova

    2017-09-01

    Full Text Available The paper is devoted to the results of experimental implementing ICT into forming the professional competence of future English teachers of primary school. Among the ways of using the electronic educational means offered by the authors there are: developing and using the educational and methodological simulator «Introduction to Interactive Communication» as a local electronic resource on English; implementing the distance learning courses «Practical English Grammar», «Linguistic Country Study» in future specialists’ professional training; work in the electronic services, mastering the programs of infographics during studying the discipline «Methodology of Teaching English». The analysis of the study results showed developing of students’ acmeological linguomethodological aspirations, increasing the motivation for learning, in particular the use of ICT tools in English classes, and proved the effectiveness of the chosen ways of forming the professional competence of future English teachers of primary school.

  13. ROLE OF PROFESSIONAL IDENTITY IN SELF-REALIZATION OF PSYCHOLOGISTS-TEACHERS

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    S I Kudinov

    2015-12-01

    Full Text Available The article highlights the problem of the role of professional identity in self-realization of psychologists- teachers. Within the frame of a system-defined approach the research identifies and describes the individual- typological features of the phenomena interesting to us. The works that focus on the study of self-realization are subjected to the analysis, as the result it is noted that in this field there are still gaps in the understanding of this issue. Thus, the study from the perspective of the influence of professional identity on the successful self-realization of the personality is recognized as relevant. In the framework of this study the following assumptions are put forward: there is a relationship between the professional identity and successful self- realization of the personality; the level of formation of professional identity has an impact on the success of personality self-realization; the professional identity not fully formed acts as a barrier for creativity, activity, internality and constructive self- realization; fully formed professional identity provides a high success rate of self-realization. The purpose of this study was to investigate the features of self- realization and professional identity of psychologists-teachers. For the study, we used “Multidimensional questionnaire of personality self-realization” (MQPS by S.I. Kudinov, for the study of professional identity the following methods were used: “Professional identity-marginalism” questionnaire by E.P. Ermolaeva and Methods of measuring professional identity (MMPI by L.B. Schneider. The results obtained were subjected to quantitative analysis. In the article the author relies on the data gathered as a result of a study conducted at the Institute of Education Development of the Republic of Bashkortostan (GAOU DPO IRO RB, city of Ufa. The sample consisted of 142 educational psychologists. As a result of the conducted research, the specific relationship

  14. Professional concerns of pre-service and in-service teachers

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    Simić Nataša

    2015-01-01

    Full Text Available The main goal of this paper was to determine the professional concerns of preservice and in-service teachers. Professional concerns were defined as topics which are of teachers' interest that result in positive or negative feelings and endeavours to understand and/or resolve them. I relied on Fuller's developmental model of teachers' concerns, according to which beginners have Self-concerns, whereas Task concerns and Influence concerns become more frequent over time. Research participants were nineteen students of the third and fourth year at the 'teacher' faculties and 22 subject teachers who have worked at primary schools for more than five years, who were interviewed. Their answers were analysed using the combination of the grounded theory, asdefined by Charmaz, and qualitative content analysis, more specifically, thematic analysis, according to Mayring. The analysis of students' answers revealed 11 subcategories of the category labelled as Beginner concerns: Survival, Efficacious teaching methods, Identity and meaning, Classroom climate, Colleagues, Assessment, Students' behaviour, Classroom diversity, Parents, Expert authority, and 'Technical' issues. The analysis of teachers' answers yielded nine subcategories of the category Veteran concerns- the same as for students, except for Survival, Assessment and Expert authority, with one new category - Attitude towards teachers and education. On the one hand, the obtained results have confirmed Fuller's thesis that Self-concerns are dominant at the beginning of teachers' career, but, on the other, they have invalidated it at the same time since it was determined that even students had Influence concerns. The differences between pre-service and in-service teachers were interpreted in the light of the latest educational reforms and changes in value orientations in the Serbian society. The concluding part outlines the recommendations for teacher educators.

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

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    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.

  16. International classroom teachers in need of professional development

    DEFF Research Database (Denmark)

    Lauridsen, Karen M.

    . References Gregersen-Hermans, J. (2016). From rationale to reality in intercultural competence development. In Jones, E., Coelen, R., Beelen, J. & de Wit, H. (eds). Global and Local Internationalization (pp 91-96). Global Perspectives on Higher Education. Rotterdam, Boston, Taipei: Sense Publishers...... and reflect on their teaching processes and negotiate the learning processes with their students as well as manage and leverage diversity in the classroom. Therefore, one of the IntlUni Recommendations is for the higher education institutions to provide the necessary professional development and teacher...... sources (e.g. Gregersen-Hermans, 2016), all pointing towards the need for more professional development and training of higher education teachers teaching multicultural student cohorts. Based on these very recent sources, the paper will discuss and offer examples of how such activities may be organized...

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

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    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.

  18. Assessment of Clinical Teachers' Professionalism in Iran: From Residents and Fellowships' Perspective.

    Science.gov (United States)

    Garshasbi, Sima; Bahador, Hamidollah; Fakhraei, Nahid; Farbod, Abolfazl; Mohammadi, Maryam; Ahmady, Soleiman; Emami Razavi, Seyed Hassan

    2017-01-01

    In the present study, professional conduct of clinical teachers in Tehran University of Medical Sciences in Iran was assessed by their residents (n=292) and fellowships (n=48) using a standard questioner called self-reported measurement equipment. This evaluation was a descriptive cross-sectional study. Professionalism was questioned in four domains including clinical teacher-patient, clinical teacher-student, inter-professional and clinical teacher-self relationships. Accordingly, mean scores of the teachers in cases of clinical teacher-patient; clinical teacher-student, inter-professional (teamwork) and clinical teacher-self relations were 61%, 62.2%, 60.6% and 57.6%, respectively. Generally, the teachers achieved 60.35% of the positive scores, and as a result, they were assessed intermediate in the professional behaviors. The residents and fellowships stated that they were not completely satisfied with their teacher's professional conduct and had hidden concerns. It shows that the clinical teachers in our project may not be ideal role models. As a result, developing a comprehensive professionalism and implementing regulations to ensure a successful professionalism are necessary. The precise evaluation of professional conduct in clinical faculty could encourage the maintenance of professional behaviors and potentially decrease negative role modeling and positively influence the hidden curriculums. Operational approaches to formulating regulations and appropriate measures for establishing professional ethics are of great importance.

  19. Professional Training of Foreign Languages Teachers in Austria

    OpenAIRE

    Byndas Olena

    2014-01-01

    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,...

  20. Professional burnout and work engagement among dentists.

    Science.gov (United States)

    Te Brake, Hans; Bouman, Anne-Marthe; Gorter, Ronald; Hoogstraten, Johan; Eijkman, Michiel

    2007-06-01

    A recent development within burnout research is the shift to its conceptual opposite: work engagement. This study aimed to unravel the concepts of burnout and work engagement, and to determine their levels among dentists. A representative sample of 497 Dutch general dental practitioners was included (survey response rate of 59%), consisting of 372 men and 121 women (the gender of 4 dentists remained unknown). The hypothesized three-factor structure of work engagement (vigor, dedication, and absorption), as measured by the Utrecht Work Engagement Scale (UWES), was substantiated among dentists. It was also found that work engagement was related negatively to burnout, as measured by the Maslach Burnout Inventory (MBI). However, a model consisting of a reduced ('core') burnout factor and an 'enhanced' engagement factor (composed of the three original factors plus the burnout factor, personal accomplishment) showed the best fit. Overall burnout levels among dentists are low, and the levels of engagement indicate that dentists have a positive working attitude.