Teacher Development An international journal of teachers' professional development ISSN: (Print) (Online) Journal homepage: https://www.tandfonline.com/loi/rtde20 'Both sides now': the meitheal method for professional development in higher education (original) (raw)
Related papers
Moving Ahead……. : A Look at Professional Development of Teachers
2014
lamp can never light another lamp unless it continues to burn its own flame. A teacher can never truly teach unless he is still learning himself. The teacher who has come to the end of his subject, who has no living traffic with his knowledge, but merely repeats his lessons to his students, can only load their minds. He cannot quicken them" (Rabinder Nath Tagore). Learning for a teacher can never be terminal. He cannot afford to be outdated and anachronistic. So, to avoid being obsolete in profession, one should always move ahead i.e. grow and develop in profession. The present investigation was designed with an aim to know the perceptions of university and college teachers about their professional development. Findings of the study revealed that most of the teachers perceived professional development as moving step ahead in organizational hierarchy. In the last part of the paper measures/interventions have been discussed which ensure high quality professional development among teachers.
Teachers and their professional development
2017
This article addresses the problem of professional development of teachers. It is important to improve the professional development of teachers in a long perspective. It impacts not only the improvement of their professional knowledge but also stimulates students by building the climate of a "learning" organization; therefore, it supports not only students but also the whole school's community. The study focused on the relation between teachers' approach and their professional development. There were 85 subjects who participated in the in the questionnaire survey. They were deliberately selected and took part in an annual course on Educational leadership. The main focus was on teachers and their work values, especially on what influences their decision making process as to participation in various forms of professional development. Also, what are their attitudes towards learning now and in the future. The study also used the GSES (The Self-Efficacy Scale) tool for ...
Teacher Development, 2016
Professional Development (PD) and Professional Learning (PL) are established terms which are used interchangeably but theoretically have notable differences. The former is formally and externally designed while the latter is more informal and self-directed. These differing characteristics have not been observed in the context where PD is normally governed by government policy. As such, there is little to no research on Indonesian English teachers' practice, preferences and dispositions for PD or PL. A qualitative study was conducted involving four English teachers from Indonesia who demonstrated active participation in professional development and professional learning activities. Developmental interviews were the main source of data. The study showed distinct variance in these teachers' preference and action for PL through online networks, self-chosen PD and knowledge-sharing interactions with their colleagues. The study observed compliant dispositions and indifferent dispositions towards school PD policy. The study suggests the need to shift compliancy and policy measures from formal school based professional development to include online professional learning opportunities
Teacher Educators Working on Their Own Professional Development
2005
For our study about the professional development of teacher educators we used the context of the Dutch project "professional quality of teacher educators", where teacher educators participate in a standards-based procedure of (self )assessment and professional development (see appendix). Since 2001 more than 250 teacher educators participated or participate in this procedure. For this study we used the files of 25 teacher educators who participated in the cohorts 2001 and 2002 and completed the procedure.
International Journal of Educational Methodology
The aim of this research is to find out how higher education (HE) teachers reflect on the possibilities of personal development and evaluate the institutional promotion of academic teaching in an HE community. The purpose was thus to understand how university employed teachers experienced and reflected on the benefits of their pedagogical education and pedagogical fellowship during and after the studies. To obtain information regarding the current situations and prospects for the future of the research persons, questionnaires were used, and unstructured essays were written through their study time and subsequently. The research methods were qualitative content analysis and deep analysing methods. The teachers possess cognitive thinking skills of the highest level. Pedagogical and transformative thinking are not at the same level. The research persons express their views tactfully when outlining how teaching should be realized in the future. Still, they criticized the resistance to c...
Professional Development of Teachers: past and future
2009
The professional development of teachers is regarded as an individual and collective process that should be accomplished in the workplace of the teacher, i.e. the school. Furthermore, it is looked upon as a contribution to the development of the teacher's professional skills, by means of a variety of both formal and informal experiences. The concept of professional development has changed over the last decade, as a result of increasing understanding of how the teaching to learn processes are created. Indeed, professional development has recently come to be viewed as a long term process, covering different types of opportunities and experiences that are systematically planned to stimulate the development and evolution of the teacher.
Presentation of a paper: Teacher Educators' Professional Development: An Evaluation Study
The quality of teacher education (TEd) is vital for the preparation of future teachers. Autumn 2011, the large-scale EVALO-project was funded by the government to monitor the quality of teacher education programs in Flanders, Belgium. One of the key factors in TEd quality are the teacher trainers who teach the program and coach the students. Astonishingly, there is no formal training to become a teacher educator. Consequently, the following research questions serve the purpose to gain insight into the profile and professional development of these key players: - What is the profile (e.g. background, diversity, experience in education and ICT-skills) of pre-service teacher educators? - In what ways do teacher educators deepen or expand their expertise in terms of professional development? EVALO adopted a mixed method research design, involving six groups of stakeholders (i.e. students, graduates, teacher trainers, TEd management, mentors and school principals) of which the teacher tra...
"Contemporary educational systems in Western societies are being redefined within the context of technological and scientific evolution in relation to socio-economic globalisation. Therefore, it is important for educational authorities to design staff development programmes with a view to helping professionals adjust their ideology and practice effectively in order to contribute to the implementation of a learning culture and the formation of the “knowledge-based society”. The aim of the present paper is to review the field of teaching staff professional growth, identifying weaknesses, highlighting trends and practices, and providing suggestions, most important for professionals and educational authorities in Greece where staff development programmes fail to reach standards met by other European countries. It focuses on staff development models that enable facilitation of teachers' efficacy, cognitive development, and career development, as well as teacher collegiality and the improvement of school culture, reconceptualising schools as “learning organisations”."