scholarly journals Exploring the Personal, Social and Occupational Elements of Teacher Professional Development

2017 ◽  
Vol 5 (12) ◽  
pp. 60 ◽  
Author(s):  
Vivien McComb ◽  
Narelle Eather
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Teacher Development ◽  
Student Outcomes ◽  
Teaching And Learning ◽  
Research Literature ◽  
Individual Teacher ◽  
New Models ◽  
Teacher Professional ◽  
The Individual

In a neoliberal political context, educational reform is seen as largely dependent on the individual teacher and his or her ability to continue developing and improving his or her practice with the ultimate goal of improving student outcomes. Professional development (PD) is therefore reliant on teachers to embrace new models of practice, to engage with these new approaches, to correctly interpret the PD ideas for application to the teaching and learning process, and ultimately implement new models and ideas in their classrooms (Huber & Hiltmann, 2011). This paper seeks to examine more closely three aspects of PD that have been found in the research literature to have a significant impact on the effectiveness of PD programs, because of their focus on, and consideration of the individual teacher. Aligning with Fraser, Kennedy, Reid, and McKinney (2007), successful PD programs that have a distinct focus on the personal, social and occupational aspects of teacher development will be discussed.

scholarly journals A review of empirical research on ICT applications in teacher professional development and teaching practice

2021 ◽  
pp. 1-20
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Teacher Development ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Rapid Development ◽  
Information And Communication ◽  
Teacher Professional

The rapid development of information and communication technology (ICT) has been increasingly changing the ways of teaching and learning and teacher development. While the literature shows a proliferation of studies exploring various issues of applying ICT in teacher development and teaching practice, there is a lack of overview of the literature in this field. This study aimed to address the gap by reviewing the literature in two themes: (1) ICT in teacher professional development (TPD), and (2) ICT in teaching practice. Six journals of a high impact in the field of teaching and teacher education were selected, from which 85 articles involving ICT applications and published from 2013 to 2019 were identified. Among them, 18 empirical articles highly relevant to the two themes were analysed. The content analysis of these publications identified a set of specific ICT applications in TPD and in teaching practice. Moreover, the analysis revealed the key features of these ICT applications in terms of their functions, their effects on teaching and teacher development, the factors influencing their applications, and the problems in existing applications.

scholarly journals Teacher Professional Development and Appraisal

2015 ◽  
Vol 2 (2) ◽  
pp. 146-152
Author(s):  
Kushtarbek Kimshanov ◽  
Totukan Dyikanbaeva
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Teacher Development ◽  
School Teacher ◽  
High Standard ◽  
Teacher Appraisal ◽  
International Literature ◽  
Muslim Society ◽  
Teacher Professional ◽  
And Training

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

scholarly journals Teacher Perceptions of Training and Pedagogical Value of Cross-Reality and Sensor Data from Smart Buildings

2020 ◽  
Vol 10 (9) ◽  
pp. 234
Author(s):  
Shawn Rowe ◽  
Mariapaola Riggio ◽  
Raffaele De Amicis ◽  
Susan R. Rowe
Keyword(s):  
Professional Development ◽  
Rural Communities ◽  
Built Environment ◽  
Teacher Perceptions ◽  
Teacher Professional Development ◽  
Teaching And Learning ◽  
Sensor Data ◽  
After School ◽  
Teacher Professional ◽  
K 12

This paper discusses elementary, and secondary (K-12) teachers’ perceptions of cross-reality (XR) tools for data visualization and use of sensor data from the built environment in classroom curricula. Our objective was to explore the use of sensor-informed XR in the built environment and civil engineering (BECE) field to support K-12 science, technology, engineering, and mathematics (STEM) experiential learning and foster BECE-related career awareness. We conducted surveys and informal questionnaires with 33 primary and secondary teachers attending an annual two-day university-based teacher professional development workshop as part of a statewide STEM afterschool program serving students in rural communities. We assessed teachers’ familiarity with, knowledge about, and appraisal of using cross-reality platforms and sensor data in classrooms and after school curricula. Findings show that, while all teachers reported relatively high interest in learning about sensor applications and innovative interactive techniques, middle school teachers in particular were most likely to see value in using these applications for teaching and learning. Implications for teacher professional development are discussed.

scholarly journals Teachers As Learners: Implications Of Adult Education For Professional Development

2009 ◽  
Vol 6 (7) ◽  
Author(s):  
Amy Beavers
Keyword(s):  
Professional Development ◽  
Adult Education ◽  
Transformative Learning ◽  
Teacher Professional Development ◽  
Teacher Development ◽  
Critical Element ◽  
Development Programs ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Teacher Professional

Effective communication with teachers is a critical element of any successful professional development.  Teachers are the foundational component of any educational system.  It is vital that adequate attention is focused on appropriate and effective training of these teachers.  Ideally, professional development offers a means of collaborative support and training to collectively conquer challenges facing teachers both in and out of the classroom.  The need for continued professional development is widely accepted.  Certainly, programs based on high-quality and meaningful teacher development can affect teachers’ skills and attitudes in the classroom, further increasing the quality of education the students receive.  There are numerous resources and studies detailing the components of effective professional development; however, these models can be quite extensive and potentially overwhelming to an administrator who already has enough tasks to occupy their time.  By incorporating a few basic principles established within the field of adult education, teacher professional development can dramatically increase its effectiveness.  This paper outlines very briefly some of these concepts and offers simple and applicable suggestions for teacher professional development programs such as: the characteristics of adult learners, self-directed learning, transformative learning and critical reflection.

Teacher Professional Development for Twenty-First Century Literacies

2018 ◽  
pp. 292-305 ◽  
Author(s):  
Charalambos Vrasidas ◽  
Katerina Theodoridou
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Teaching And Learning ◽  
First Century ◽  
Learning Design ◽  
Lessons Learnt ◽  
Online Tools ◽  
Teacher Professional ◽  
Twenty First Century ◽  
Sound Learning

Preparing teachers to effectively integrate ICT in their literacies teaching, requires well-designed professional development based on sound learning design. This chapter presents the component of teacher professional development based on a blended mode of training through the integration of online tools, as it was designed and implemented in three European-funded projects that dealt with the promotion of literacies. The authors present the projects, their synergies, discuss lessons learnt and provide recommendations on how teacher professional development can be enhanced, so that teachers can be better prepared to address the evolving trends of ICT in teaching and learning.

Visiting Technological Pedagogical and Content Knowledge (TPACK)

2018 ◽  
pp. 1091-1102 ◽  
Author(s):  
Chien Yu ◽  
Dana Pomykal Franz
Keyword(s):  
Professional Development ◽  
Content Knowledge ◽  
Teacher Professional Development ◽  
Teacher Development ◽  
Extensive Literature ◽  
Content Areas ◽  
Pedagogical Content ◽  
Professional Development For Teachers ◽  
Teacher Professional ◽  
Quality Professional Development

The TPACK framework has been widely discussed for effective technology integration, and the literature has also indicated TPACK has significant implications for teacher education and professional development. The purpose of this chapter is to examine interconnectedness of TPACK and teacher professional development. This chapter reviews the research on TPACK and the extensive literature on quality professional development for teachers. In addition, the chapter highlights how various content areas have addressed pedagogical content knowledge and implications for practice in technology and teacher development. The chapter seeks to contribute knowledge about the structure of professional development initiatives that involve instructional technology and integration into various content knowledge disciplines.

scholarly journals Storytelling in Teacher Professional Development

2018 ◽  
Vol 11 (2) ◽  
pp. 303-318
Author(s):  
Tracy Rosen
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Teaching And Learning ◽  
Positive Experience ◽  
Teacher Stories ◽  
Teaching Tools ◽  
Teacher Professional

Teacher voices hold weight for their colleagues. When teachers tell a story of a positive experience with technology (or other teaching tools or strategies), they are showing that it is possible. “Stories, particularly those that are concrete and readily identified with, are particularly powerful for transferring knowledge rich in tacit dimensions” (Swap, Leonard, Shields, & Abrams, 2001, p. 105). When teachers share their stories with each other, they create a reality based on concrete possibility. This article will focus on how we use teacher stories and conversations in professional development (PD) to create positive realities for teaching and learning.

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