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Search Results for 'Professional development' (Keyword)
539 items found 1 / 54 Go to page 
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1   |   From section ICT & Teaching
Preservice Teachers’ Microblogging: Professional Development via Twitter
This article examines how preservice teachers used Twitter in a face-to-face undergraduate teacher education course. The author concludes that using social media such as Twitter in teacher education could present new opportunities for preservice teachers to jumpstart their socialization into their profession and their connections with its members. He also argues that preservice teachers will likely benefit if they leave their teacher education programs with an eye for teaching and learning applications of social media.
Publication Year: 2015    |    Updated in ITEC: December 11, 2017
2   |   From section Teacher Educators
The Professional Path to Become a Teacher Educator: The Experience of Chilean Teacher Educators
The purpose of this study was to understand the process through which a teacher becomes a teacher educator, considering all of the associated variables both personal and professional. The findings reveal that the majority of the participants indicated that they did not receive any kind of support with respect to their professional induction, especially during their early years as teacher educators. Additionally, the findings suggest that the teacher educator’s approach to teaching will be different especially if the teacher educator works simultaneously in a school and in a teacher education program. Hence, teacher educators who work both in a school and teacher education programs teach based on their practical experience as a school teacher.
Publication Year: 2016    |    Updated in ITEC: December 11, 2017
3   |   From section Professional Development
Dual-Mode Teacher Professional Development: Challenges and Re-Visioning Future TPD in Indonesia
Author Ari Widodo
This article is based on a two-year project. The purpose of this project was to develop a teacher professional development (TPD) model in Indonesia. The findings show that most teachers prefer face-to-face participation as the mode of TPD. Even so, a number of teachers preferred online TPD. This research suggests that a dual-mode TPD combining complementary face-to-face and online sessions should be the best TPD model. Furthermore, the teachers in this study perceived TPD as a government-owned project rather than as the facilitation of their professional development.
Publication Year: 2013    |    Updated in ITEC: November 12, 2017
4   |   From section Teacher Educators
Fostering Teacher Educators’ Professional Development in Research and in Supervising Student Teachers’ Research
Teacher educators, who work at institutes for higher vocational education, should now engage in research. Hence, they suppose to become familiar with research knowledge and skills. Furthermore, they have to supervise student teachers in conducting research. This study explored whether and how different professional development activities for teacher educators contribute to the tasks set. The authors found that all activities influenced the participants’ opinions about practice-based research as a concept and about the need to add research as a new task within teacher education. Furthermore, it was found that all the participants claimed to have increased their knowledge about research developed a better understanding of research skills.
Publication Year: 2016    |    Updated in ITEC: November 7, 2017
5   |   From section Professional Development
Roles of a Teacher and Researcher during in Situ Professional Development around the Implementation of Mathematical Modeling Tasks
This study explores how the teacher and the researcher constructed a relationship as they worked together to implement mathematical modeling tasks to use in the teacher's classroom. The authors described the roles and relationships between the teacher and the researcher. The authors conclude that the present study emphasizes a teacher’s active involvement in the research-teaching process.
Publication Year: 2016    |    Updated in ITEC: November 1, 2017
6   |   From section Beginning Teachers
The Newly Qualified Teacher in the Working Community
This study explores how the newly qualified foreign language teachers’ (NQT) see their teacher work as an education expert. Furthermore, it also examines how their expertise develops in the working community at the outset of their career. This study shows that the NQTs have difficulty in putting their theoretical knowledge into practice during the first years at work and the effect of the working community on their professional development. The author argues that an NQT needs individual and collegial support both during teacher education and afterwards in working life but more research is, however, needed to define exactly what kind of support would be the most useful for NQTs’ professional development.
Publication Year: 2014    |    Updated in ITEC: September 29, 2017
7   |   From section Professional Development
Professional Development Seen as Employment Capital
This study explores human resource (HR) practitioners’ understandings of professional development as a form of capital for job progress. The findings of HR practitioners have implications for educationalists in revealing how professional learning supports practitioners’ growth in capability and self-efficacy of benefit to the individual, organisation and society. Educators need to articulate the longer-term effects of nurturing capacities for collective practice and greater self-knowledge, to contribute to societal interests.
Publication Year: 2017    |    Updated in ITEC: September 27, 2017
8   |   From section Professional Development
Promoting Effective Teacher-Feedback: From Theory to Practice through a Multiple Component Trajectory for Professional Development
This study presents an evaluation of a theory-based trajectory for professional development called FeTiP (FeedbackTheory into Practice). It aims to have an observable effect on teacher classroom behavior. The authors describe the effects of FeTiP on the feedback behavior of teachers and attempt to explain why these effects occurred. The findings reveal that teachers showed significant progress in the frequency of the feedback they provided after following FeTiP. In the post-tests, they also provided significantly more specific feedback, and their ratio of positive and negative feedback increased. The authors found no differences for age, gender, or experience in the total frequency of feedback, specific feedback, and the ratio of positive and negative feedback at the pre-test condition.
Publication Year: 2015    |    Updated in ITEC: September 14, 2017
9   |   From section Professional Development
The Resourceful Facilitator: Teacher Leaders Constructing Identities as Facilitators of Teacher Peer Groups
Drawing on a qualitative study of facilitation of teacher peer groups, this paper investigates how teacher leaders integrate experiences from different domains of life in constructing a unique facilitator identity. Focusing on portraits of three teacher leaders, it demonstrates how teachers relate experiences outside of teaching, including academic experiences, other professional experiences, and social experiences, to the skills and orientation necessary for effective facilitation.
Publication Year: 2016    |    Updated in ITEC: September 11, 2017
10   |   From section Beginning Teachers
Moral Authorship of Novice Teachers in Primary Education
The present paper focuses on moral authorship as an element of the professional development of novice teachers in the Netherlands. Moral authorship refers to the ability of teachers to observe, identify, verbalize and reflect on the moral aspects of their work in a proactive and dialogical manner. The findings reveal the opportunities of moral authorship to support, navigate, and reinforce the professional development of novice teachers.
Publication Year: 2017    |    Updated in ITEC: September 5, 2017
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