Professional Development: Empowering Students and Teachers to Challenge the Status Quo

2019 ◽  
Vol 47 (4) ◽  
pp. 46-50
Author(s):  
Sophie Degener ◽  
JaNiece Elzy ◽  
Ryan McCarty ◽  
Ivy Sitkoski
Keyword(s):  
Professional Development ◽  
Status Quo ◽  
The Status

scholarly journals Reflections on the Professional Development of College English Teachers under the Internet Hybrid Model

2020 ◽  
Vol 4 (2) ◽  
pp. 86-89
Author(s):  
Wenjuan He
Keyword(s):  
Professional Development ◽  
Hybrid Model ◽  
College Teaching ◽  
English Teachers ◽  
Status Quo ◽  
The Internet ◽  
Network Technology ◽  
College English ◽  
Professional Development Of Teachers ◽  
The Status

The development of network technology has brought huge changes to all people and industries. In the field of education and professional development of teachers, the application of network technology and the Internet has also created a new opportunity for education at all stages in China. In the reform of education, the related concepts and teaching applications of the Internet hybrid model have gradually begun to be incorporated into college teaching. This article explores the status quo and problems of professional development of college English teachers under the Internet hybrid model, and puts forward suggestions for the professional development of college English teachers under the Internet hybrid model which can be used as reference for the professional development and growth of English teachers.

Creating community and empowering underrepresented geospatial professionals at Women in Geospatial+

2021 ◽  
Author(s):  
Sabrina H. Szeto ◽  
Julia Wagemann ◽  
Heather Porter ◽  
Sharon Omoja ◽  
Cristina Vrinceanu
Keyword(s):  
Professional Development ◽  
Career Development ◽  
Gender Equality ◽  
Status Quo ◽  
Open Communication ◽  
Professional Network ◽  
The World ◽  
The Status ◽  
Promote Gender Equality ◽  
Equality And Diversity

<p>Women in Geospatial+ is a professional network to promote gender-equality and diversity in the geospatial industry and academia. We are a vibrant and active community with more than 2,200 registered members from all over the world and over 14,000 followers on Twitter & LinkedIn. We have a range of activities all with the aim to inspire, unite and empower us as individuals but also us as a community.</p><p>This community brings together women and other people from underrepresented gender backgrounds in the geospatial field by providing a safe platform on Slack for open communication and exchange, which is especially crucial for networking during the COVID-19 era. We promote and foster the professional development of our members by sharing geospatial news and job vacancies as well as articles about diversity and tips about leadership and career development. We regularly run online career development workshops and panel discussions. Each week, we post a profile on LinkedIn to feature the work and achievements of women geospatial leaders. In 2020, our second international mentorship programme cohort grew to over 110 participants. We also launched a global speakers database which allows event organisers to search for and invite speakers from underrepresented gender backgrounds. </p><p>This presentation will highlight key activities of the Women in Geospatial+ network, tapping into some current facts and figures on diversity in the geospatial field. We will explain how to join the community and how you can contribute to its success and expansion. Let us change the status quo together by creating a strong network of Women in Geospatial+ leaders and changemakers.</p>

scholarly journals Implementation of Communities of Learning: What have we learnt and what has changed?

Teachers Work ◽  
2017 ◽  
Vol 14 (1) ◽  
pp. 6-7
Author(s):  
Clare Valerie Curtice
Keyword(s):  
Professional Development ◽  
New Zealand ◽  
Business Model ◽  
Student Support ◽  
Status Quo ◽  
Aotearoa New Zealand ◽  
Communities Of Learning ◽  
The Status ◽  
Criteria For Selection ◽  
Selection Of

Many schools in Aotearoa New Zealand have joined Communities of Learning (Kahui Ako), to access funding for professional development and student support. A business model for management of these Communities of Learning has been transcribed over what were already very functional clusters of collaborative schools. This article questions the allocation of roles, the criteria for selection of experts in these roles, and whether the implementation of the CoLs has led to groupthink, and therefore an unintentional retention of the status quo.

scholarly journals Research on the Professional Development Attitude of Minority English Teachers

2021 ◽  
Vol 11 (6) ◽  
pp. 632-638
Author(s):  
Hui Shi
Keyword(s):  
Professional Development ◽  
Quantitative Research ◽  
Positive Attitude ◽  
English Teachers ◽  
Status Quo ◽  
Teaching Knowledge ◽  
Different Ages ◽  
The Status ◽  
Task Goals ◽  
Professional Teaching

A total of 180 minority English teachers of different ages in middle schools are involved as quantitative research participants in this study. SPSS is applied to analyze the status quo and differences of their professional development attitude among different ages. The results show that they have the strong positive attitude toward their professional development, but teachers of different ages have significant differences in the dimensions of Professional Teaching Knowledge, Flexible Task Goals Consciousness as well as Rigid Task Target Consciousness.

scholarly journals Investigation and Analysis of the Status Quo of Normal University Students’ Teaching Internship——Taking Taishan University as an Example

2020 ◽  
Vol 14 (1) ◽  
pp. 40
Author(s):  
Tingting Liu
Keyword(s):  
Professional Development ◽  
College Students ◽  
Practical Experience ◽  
Teaching Quality ◽  
Status Quo ◽  
Effective Form ◽  
School Teaching ◽  
The Status ◽  
Survey Results

Teaching internship is an effective form of cooperation between university and primary and middle school. Teaching internship can promote the improvement of the teaching quality of internship primary and secondary schools, and also promote the integration of theoretical knowledge and practical experience by college students, and promote the professional development of college students. In order to grasp the situation pertaining to normal students’ teaching internship, we conducted a questionnaire survey on a sample of normal students. The survey results show that the teaching effect of teaching internship is satisfactory, and through teaching internship, the teaching ability of normal students has also been developed, which has promoted the professional development of normal students.

Music Educators’ Understanding and Opinions of U.S. Copyright Law

2018 ◽  
Vol 37 (3) ◽  
pp. 20-27 ◽  
Author(s):  
John Okley Egger ◽  
D. Gregory Springer
Keyword(s):  
Professional Development ◽  
Music Teachers ◽  
Music Educators ◽  
Copyright Law ◽  
Status Quo ◽  
Content Area ◽  
Free Response ◽  
Web Based ◽  
The Status ◽  
Service Music

The purpose of this study was to examine music educators’ understanding and opinions of U.S. copyright law. In-service music educators ( N = 50) completed a web-based questionnaire designed to assess their attitudes toward, knowledge of, and preparation/training for understanding copyright law. Respondents reported generally favorable attitudes toward copyright law. Results also indicated that respondents had a limited understanding of certain aspects of copyright law. These in-service music teachers reported that their undergraduate preparation did not prepare them well to understand copyright law, and the majority (64%) indicated completing zero undergraduate courses that included copyright law as a content area and few professional development sessions focused on understanding copyright law. Analysis of respondents’ answers to a free-response question indicated the following themes: (a) rationalizing unethical/illegal behaviors, (b) criticizing the status quo, and (c) expressing a desire for more information about copyright.

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