MOFET ITEC - Professional Development

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Last update in this section: January 30, 2018
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Professional Development
A Model of Professional Development: Teachers’ Perceptions of their Professional Development
The purpose of this study was to examine the manner in which teachers, who were engaged in an organisational change, perceived their own professional development process. Furthermore, the study conceptualised the manifestation of these perceptions in the development patterns exhibited among the teachers. The findings identified two dimensions that teachers referred to in their professional development stories: the professional development motivation (intrinsic/extrinsic) and types of aspirations (lateral/vertical). These dimensions together create four patterns of development. This study highlights that teachers’ professional development occurs throughout their career over an extended period of time, and that it requires conditions which correspond to their world views.
Publication Year: 2016    |    Updated in ITEC: January 11, 2018
Dual-Mode Teacher Professional Development: Challenges and Re-Visioning Future TPD in Indonesia
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
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
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
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