Today there are many global investments in ICT to improve teaching-learning process in various educational institutions that has been initiated by many governments. Still we are lagging behind somewhat in ICT adoption or integration in teaching-learning rather than the investments in ICT infrastructure, equipments and resources. As the teaching without innovations and technology is meaningless, thus in order to facilitate teaching-learning process adoption of technology is must. And that adoption is possible by enriching the teacher education with latest technology and innovations, strengthening the pre-service and in-service teacher education programs and by the professional development of teacher incorporating technological based-gadgets in educational system.
The study was performed to see the effect of Teachers' Professional Development on the Teacher's Instructional Practices in Special Education. The aims of this research include exploring the use of special education teacher instructional practices in schools and studying the influence of professional development on instructional practices of teachers. The study was quantitative in nature and used a self-developed survey for the collection of data from respondents. Descriptive and inferential statistics were used to analyze data. The result indicates that instructional practices differ on the basis of gender; however, qualification has no influence on instructional practices. Moreover, the distance (division)of respondents, duration of training did not affect the professional development of respondents. Moreover, professional development had a direct relationship with the instructional practices in special education.
Pädagogische Adaptionen des Habituskonzepts fokussieren verstärkt auf die Möglichkeit zur Transformation und arbeiten ein Verständnis von Habitus heraus, in dem Formation und Transformation dialektisch verschränkt erscheinen. Die Frage nach dem Verhältnis von Habitusformung und -umformung steht auch im Fokus des folgenden Artikels. Es wird ihr auf der Basis von Interviews mit Unterstufenlehrpersonen nachgegangen, welche nach der Methode der Video Elicitation durchgeführt wurden und in deren Fokus die Wahrnehmung und Beurteilung körpergebundener Unterrichtspraktiken stand. Die ausgewählten Fallbeispiele zeigen neben grundsätzlichen Unterschieden entscheidende Gemeinsamkeiten: habituelle Wahrnehmungs- und Deutungsschemata sind Bewältigungsstrategien, um feldspezifische Konfliktsituationen wie das Herstellen von Disziplin zu lösen. Gleichzeitig wird deutlich, dass diese Schemata irritierbar und brüchig sind und dass also der Habitus kein geschlossener Panzer, sondern ein verletzliches Gebilde ist, welches aufbrechen und sich verschieben kann.
Pedagoga profesionalitāte tiek atzīta par noteicošo faktoru augstas kvalitātes pedagoģiskā procesa nodrošināšanā. Tas rada nepieciešamību uzlabot un meklēt jaunas atbalsta formas pedagogu profesionālās pilnveides politikā. Tas arī noteica Lolita Ērgles maģistra darba tematu "Supervīzija kā vispārizglītojošās skolas pedagogu profesionālās pilnveides nepieciešamība". Izmantojot teorētiskās metodes, tika apzinātās pedagogu profesionālas vajadzības, kas bija atbilstošas X skolas skolēnu, pedagogu un administrācijas viedokļiem par pedagogu profesionālās darbības un vajadzību specifiku. Iegūtie rezultāti ļāva secināt, ka supervīzija kā transformatīva mācīšanās vide ir atbilstoša pedagogu profesionālo vajadzību specifikai un var nodrošināt pedagogu profesionālo izaugsmi. Atslēgvārdi: pedagoģiskais process, pedagoga profesionālā pilnveide, refleksija, transformatīva mācīšanās vide, supervīzija. ; The teachers' professionalism is declared as the main factor of the high quality of the Educational process. This fact arises the necessity for development the new supporting forms of the policy of the teacher's professional development. This necessity determined Lolita Ergle's choice of the theme for her master paper "The Supervision as a Necessity of the Professional Development of the Teachers." By using theoretical methods has been studied the professional needs of the teachers that were been corresponded to the results of the empirical research of the viewpoint of the students, the teachers and the administration of the X school about the teachers professional practice and needs. The gaining results allow to conclude that supervision as the transformation learning area corresponds to the needs of the teachers and support teachers' professional development. Key words: Educational, process, Teacher's professional development, reflection, transformative learning, supervision.
Multilingualism is an important element in the life of modern people, and a relevant topic of professional, scientific and political discussion. This paper will shed light on theoretical aspects of multilingualism: past and present concepts of multilingualism, the advocacy for and the promotion of multilingualism in the EU, as well as multilingualism in educational discourse, and teachers' professional development. The next section focuses on a project that puts multilingualism into practice in a creative manner and can thus be seen as a role model in this field of work. The paper pays special attention to the teachers who work within the framework of multilingualism, and to their new roles, distinctly different from the traditional teacher role. The concept of multilingualism as established and realized by the project covers multilingualism at the border of three countries, three languages and three educational systems and could be used as a model for other similar practices. ; Večjezičnost je pomemben element v življenju vsakega sodobnega posameznika ter zanimiva tema različnih strokovnih, znanstvenih in političnih razprav. V prispevku najprej osvetlimo teoretične vidike večjezičnosti: zgodovinski in sodobni koncepti večjezičnosti, zavzemanja za promocijo večjezičnosti v Evropski uniji, večjezičnost v pedagoškem diskurzu ter učiteljev profesionalni razvoj. Nato predstavimo projekt, ki je primer, kako lahko večjezičnost kreativno in izvirno uresničimo v praksi. Prispevek se osredotoča na učitelja v okviru večjezičnosti, na njegove nove vloge, ki se zelo razlikujejo od tradicionalne vloge učitelja in ki so nov izziv v njegovem profesionalnem razvoju. Koncept večjezičnosti, kot ga promovira in uresničuje projekt, se nanaša na večjezičnost na meji treh držav, treh jezikov in treh izobraževalnih sistemov ter ga lahko razumemo kot model za druge podobne prakse.
Professional development of teachers can be viewed as a heterotopia of simultaneous presence of different schools of opinion on teachers' professional competence. The underlying premise of this research is that professional development can simultaneously rely on various theoretical approaches, with boundaries between individual forms of teacher education being fluid, without the existence of a single view of the teaching profession that is regarded as fixed, unique, and correct. Alternative research paradigms and diverse schools of thought have not resulted in a single theory of teachers' professional development that would be applicable in all educational systems. One of the solutions is for teachers to get involved, create, and adapt professional development programs to their needs, and to the needs of the institution, community, and the context of authentic school discourse. Teacher competence and professional identity explicitly require the involvement of teachers in the exchange of ideas (practitioner's voice), taking into account the context in which they work and their experience, promoting reflexivity and research approach, balancing individual and community interests, and the like. One of the solutions pointed out in this paper is to emphasize the importance of the philosophy of professional development and the role of teachers in relation to this metalevel of the pedeutological field of pedagogy. The metalevel of the pedeutological field of pedagogy, shaped in the form of a defining philosophical opinion on teachers' professional development, in which teachers become one of the factors in creating and implementing alternative schools of opinion on teacher education, can have two effects: (1) directly affect professional development of teacher competencies; and also (2) indirectly influence the improvement of educational practice. This separate type of teacher competence can be an important factor in teachers' professional development, but also a significant component of the quality of the educational process that is realized in schools. The metalevel of professional development of teachers, if regarded as a known and recognized concept to be used in professional education of teachers (both pre-service and in-service), could also have certain effects on teacher personal development lying at the basis of professional development: satisfying the need for belonging and recognition-awareness of teachers that they are an important part of their community and that their activities have a purpose and meaningdeveloping internal motivation and a positive attitude towards the profession, developing self-confidence and a feeling of being professionally autonomous and able to predict the consequences of their own decisions and to critically evaluate and self-evaluate their own work, and also to constructively participate in the processes of joint evaluation with other stakeholders of teachers' professional development. This approach to professional competencies and teachers' professional development needs to be empirically verified so that its possible contributions in authentic (diverse) educational contexts can be determined.
This paper explains the study of conducting a survey to assess the professional development needs of the teachers in schools affiliated with Aga Khan University – Examination Board (AKU-EB) with the aim of strategizing and designing teacher development programmes. An online survey was carried out with questions regarding the demographic information, teachers' current practices and their professional training needs. There were 306 teachers who participated in this survey from affiliated schools from the provinces of Sindh, Punjab, Gilgit Baltistan and Khyber Pakhtunkhwa. The results show that teachers expressed a preference in using lecturing as the main teaching method and familiarity with relevant IT skills to perform their tasks to a large extent. They indicated a greater need for content-based support, different classroom teaching methods, understanding the syllabus for lesson planning, and developing classroom assessments. Particularly, they emphasized a strong need for using technological resources to improve teaching and student learning. However, they were less interested in developing students' critical thinking and in teaching students how to learn.
Various studies investigating the factors that affect professional development have found that both extrinsic factors such as pay and promotion and intrinsic rewards such as pride in work can supply motivation for professional development. This study aims to investigate the attitudes of Turkish EFL teachers toward their teaching career and professional development. In doing so, it also explores what cultural and/or political factors may affect Turkish EFL teachers' professional development. Data came from semi-structured interviews administered to 31 teachers working in 5 different English medium high schools in Istanbul. The findings indicate that these Turkish EFL teachers have positive feelings toward their careers and professional development to the extent that their personal values, abilities, and accomplishments match their expectations of the values, abilities, and accomplishments that should characterize a teacher. Moreover, the results also indicate that teachers' professional accomplishments, together with the recognition they receive from administrators and supervisors have a strong positive relationship to their attitudes toward professional development. Finally, similar to the findings of studies conducted in various cultural contexts, this research suggests that, extrinsic and intrinsic factors must receive complex interpretation in relation to work satisfaction of teachers and their attitudes toward professional development. Professional development has attracted increasing attention in recent years. It has been recognised that institutional conditions - such as the need for improving quality - and individual needs of teachers - such as job satisfaction and personal/professional growth - are the two inextricable dimensions of professional development. ; peer-reviewed
Self-determination in the context of a teacher's personal and professional development has become a relevant research subject due to the humanistic and person-oriented education focused on the development of an active and self-identifying personality. The aim of the paper is the psychological analysis of motivational self-determination processes as a subjective foundation for the personal and professional development of a teacher. Based on the modern psychological approaches to the self-determination phenomenon, the paper discusses the integrative mechanisms and internalization factors that determine the satisfaction with the activity and productivity of a teacher. The authors present their reasons in favour of a conceptual model of personal and professional characteristics of a teacher's self-determination. They argue that self-determination and associated concepts of autonomy, internally motivated activity, developing learning environment, dialogue, facilitation, persistence, and involvement identify the essence of personal and professional development of a teacher as a psychological resource system. The authors conclude that the axiological creative content of self-determination processes integrates the diverse types of motivational tendencies in the pedagogical activity, highlighting the consistency and coherence of a teacher's personal and professional development
To be a professional, teacher as a learner must continuously increase the experiences and knowledge with aiming at earning or maintaining the academic quality. Automatically, a teacher needs to apply particular technique or strategy and utilize a certain tool to meet the standards of excellence in teaching. Thus, reflection is considerable as one of the indispensable strategies that can be applied to lead teacher's practice becomes more qualified. Reflection in teaching essentially refers the opportunity of educators to think back critically after teaching students. Several previous studies have been conducted to examine the effectiveness of teacher journal in the education field. However, only a few studies investigated teacher's perceptions toward the use of teacher's journal. Correspondingly, this study was set in Indonesia and involved an English teacher of Junior High to fulfill the gap. It aimed at determining the components reflected from teacher diary. In order to investigate the research questions, the researcher made open-ended questionnaire related to teacher's experiences in utilizing teacher journal, then continued by in depth-interview to confirm and explore further the teacher's answer. Thus, this study used qualitative method since it was considered as the proper design to conduct this research. Ultimately, Interactive Model was used to analyze the data. The researcher concluded that teacher's diary or teacher's journal has a valuable contribution for English teacher to be more skilled and professional to help students in mastering English skills and more well-prepared for the next English teaching.
The study analyse teacher professional development (PD) in Tanzania in view of school management practice in supporting teacher professional development. The present study take school management practice as a factor which can affect teacher professional development. The instruments which are used for the purpose of data collection were interviews, questionnaires, focus group and documentary review. The study examined the prevalence of teacher's initiated management practices such as planning & scheduling, short term training programs & seminars, formal mentoring program, meeting held at school level and to encourage teachers on the effective utilization of teachers learning resource. As well the study outcomes recommend the government to increase autonomy to school management to enhance the power to choose specific objective to teacher's professional development.
PurposeThe purpose of this study is to ascertain perspectives from pre-service and in-service elementary teachers about challenges they face when teaching social studies, and how their participation in a content-based professional development opportunity can support their preparedness for social studies instruction. Five speakers who were experts in topics such as Native American history, historical preservation, women's history and the Constitution were featured at this workshop.Design/methodology/approachCase study methodology with both descriptive and explanatory data collection and analysis methods, which were inclusive of surveys and focus group sessions, was implemented. The National Council for the Social Studies (2017) Powerful and Authentic Social Studies framework was applied in order to examine whether elementary in-service and pre-service teachers participation in this content-focused professional development impacted their preparedness to teach social studies.FindingsMajor findings show that content-specific professional development can support pre-service and in-service elementary teachers' preparation to teach social studies through analysis of historical topics and contemporary issues, as well as mitigate challenges with regard to limited time dedicated to social studies instruction.Originality/valueIn light of the Senate's debate on passing the Educating for Democracy Act concerning funding for civics and history education, the originality of this study highlights the continued need for scholarship on how partnerships between colleges of education, school districts and local educational agencies to provide content-focused professional development can support elementary teachers' ambitious social studies instruction, which can foster greater understandings of historical content and civic participation in democratic society.
