Teacher Development: An Overview of the Concept and Approaches (original) (raw)
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Oxford Review of Education, 2002
Teacher development has emerged over the last decade as an identi able area of study and much has been written on the subject. The teacher development literature has served to disseminate information on and ideas for improving teachers' and, by extension, schools' performance. It has provided the forum for discussion about the future of the teaching profession and the nature of teaching as a job. Yet, as an area of study, teacher development tends for the most part to be dominated by issues, while the concept itself and the methods that may effect teacher development remain comparatively neglected. In the teacher development literature, for example, very few de nitions of teacher development may be found. This article examines the concept of teacher development and presents the author's own interpretation and de nition, as well as her views on how the development of this area of study ought to proceed.
Teacher Development: An international journal of teachers' professional
2013
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Pedagogic relevance of teacher development
elixir.com, 2012
Teacher development has become a key concept in the field of education. Both pre-service and in-service teacher training are extremely crucial in the entire process of the development of a teacher as a professional. In-service training received due attention from the experts and educators in order to strengthen the base of pre-service training or lay a new foundation for those who have no formal training, and to follow up training needs as continuous teacher development. Education has been changing globally in order to meet the urgent demand of the society, economics, and science-technology. There has been a focus all over the world to develop the teachers of the institutions to meet the needs of the students, and institutional effectiveness leading to the national development. King Abdulaziz university (KAU) is one of those pioneering institutions in Saudi Arabia that has been taking the initiatives to equip its staff to raise them to the international standards (if required). Jeddah community college (JCC), being the part of KAU also realised the need of teacher development activities. Many training, pedagogic, and developmental activities took place in the past especially from 2007 till date. The present paper aims at exploring those training activities that were carried out at JCC in order to equip and update the skills of the target teachers. In this connection, many seminars, workshops, training sessions were organised by the JCC, and the teachers attended those programmes within the college, university, and even went abroad for a 2 weekintensive trainer’s training organised at Greenwich Community College, London, UK. The training course was sponsored by the university. It was expected that after such teacher development activities, the teacher preparedness will be enhanced, and the outcomes will be more beneficial for the students. As a matter of results, the present teaching at JCC is modern, novel, innovative, e-learning/online learning based and computer assisted which itself is one of the motivating factors, interesting for the learners, and needed for the ultimate human resource development.
Felicia Agbor-Obun Dan, 2023
Purpose: This study evaluates staff Training and Development Programmes (TDPs) in secondary schools based on the views of administrators and teachers. The research was implemented in public secondary schools in Cross River State, Nigeria. Design/Methodology/Approach: The study adopted the survey research design with 5408 participants (administrators = 542; teachers = 4595). Four research questions guided the study. The Staff Training and Development Programmes Questionnaire (STDPQ) was used for data collection. Findings revealed essential areas of staff training and development. Findings: Various methods are employed for staff training and development. The results further showed various constraints that impeded staff TDPs in secondary schools. Conclusion: Based on the findings, it was concluded that staff in secondary schools have different training and development needs adjudged by both the principals and teachers as crucial for job enhancement. Various staff training and development methods can serve as valuable programmes to improve the current methods adopted. Research Limitations and Implications: There are various limitations in this study such as the small scope which may affect the extent to which generalizations can be made. It is suggested that future studies focus on expanding the scope to other regions and nations. Practical Implications: Despite the limitations, the study has made some advances to human capital and self-determination theories by providing findings. The findings of this study may direct the attention of curriculum planners, the government and school management to offer training and development opportunities based on the needs of teachers. Contribution to Literature: The study has contributed to the literature on staff training and development which can constitute a basis for further research in related areas.
Teacher Development: Strategies and Perception
Saptagandaki Journal, 2017
Aspects of teachers' professional development in general and EFL teachers in non-English speaking countries in particular are issues that warrant constant research. Although these are widely researched areas internationally, within Nepal grounded professional development studies have been sparsely carried out. A considerable section of practicing English language teachers has no clear idea of the issue although it directly concerns themselves. Against this backdrop, this article explores some EFL teachers' perception on the concept of teacher development in a relatively sophisticated centrally located town of Nepal.
2019
Despite policies and guidelines introducing teacher performance and development systems at a local, national and international level, current findings would suggest there is limited evidence that existing systems support teacher performance and development or that the major intentions of performance and development are the reality for some teachers. In 2012, the Australian Institute for Teaching and School Leadership introduced the Australian Teacher Performance and Development Framework, to be used alongside national teacher standards, to support the development of teachers in all schools across Australia. As a process for identifying, measuring, and developing an individual's performance, the Australian Performance and Development Framework outline a cyclical process for teacher performance and development which included professional practice and learning, reflection and goal setting, and, feedback and a review. Fuelled by the introduction of the Australian Teacher Performance...
Building Teacher Education on What We Know about Teacher Development
1999
Abstract: Based on an analysis of the nature of theory that is relevant to teachers, this paper presents an approach to teacher education, the realistic approach, and reports on its use in two countries. The paper uses the concepts of episteme and phronesis to introduce a new ...
A Framework for Teacher Learning and Development
2007
In this paper, I am less concerned with making an argument than with outlining a proposal for a framework. The argument, that teachers have a unique professional learning process, which undergirds teacher training and development activities, has been made and supported through research over that last two decades. Increasingly the question now is one of practice: How will that research and theorizing support the design and implementation of teacher training and development activities at both the large, project level and the small, seminar or workshop level? In this paper, I introduce such a framework and the rationale for it. Then I look in detail at one particular aspect, the roles that are designed into teacher training and professional development activities, as a way of applying the framework more specifically.