MOFET ITEC - Professional Development

ITEC Home The MOFET Institute Home Page Home Page
Last update in this section: February 23, 2017
Trends in Teacher Education Assessment & Evaluation Beginning Teachers Instruction in Teacher Training Professional Development ICT & Teaching Research Methods Multiculturalism & Diversity Preservice Teachers Theories & Approaches Teacher Education Programs Mentoring & Supervision Teacher Educators

Professional Development
Features of Effective Professional Learning: A Case Study of the Implementation of a System-Based Professional Learning Model
This research broadly focuses on two distinct concerns: the first relates to what constitutes high-quality professional learning; and the second relates to the implementation of professional learning at the classroom level. This paper addresses each of these concerns by identifying the features of effective professional learning: focus, learning components, feedback, collaborative practices, temporal elements and coherence. The analysis of the three-case study schools suggests that the greatest benefit of system-based professional learning is the level of coherence it can provide.
Publication Year: 2016    |    Updated in ITEC: January 25, 2017
Rethinking Professional Standards to Promote Professional Learning
This article explores some of the key issues that emerged in the revision of the professional standards in Scottish education which resulted in a suite of professional standards covering different stages of a teacher’s career. The revision of the professional standards was part of a wider project to build teacher professional learning in ways that had an impact on practice and on pupil learning. The focus then turns to an alternative way of constructing a professional standard in order to foster authentic forms of professional learning. The article concludes by exploring the issues that need to be addressed to facilitate the productive use of professional standards in the career-long professional learning of teachers.
Publication Year: 2016    |    Updated in ITEC: December 27, 2016
Pinpointing Chinese Early Childhood Teachers' Professional Development Needs Through Self-Evaluation and External Observation of Classroom Quality
The present study compared Chinese kindergarten teachers' values and perceptions of program quality with trained raters' assessments of quality in order to gain insights into effective professional development for improving teacher quality. Results shows teachers' beliefs of quality is the strongest predictor of their self-assessment. Implications of the findings for professional development are provided, along with limitations of the current study and recommendations for future studies.
Publication Year: 2014    |    Updated in ITEC: October 5, 2016
Conceptualising the Research–Practice–Professional Development Nexus: Mobilising Schools as ‘Research-Engaged’ Professional Learning Communities
This article argues the need for coherent, holistic frameworks offering insightful understandings as well as viable, connected and synergistic solutions to schools in addressing pressing problems arising from the acknowledged gaps between research, practice and professional development. Specifically, three themes conceptualise existing problems faced by schools and their possible solutions: first, bridging the research–policy–practice gap by mobilising knowledge more effectively through knowledge producers and consumers working collaboratively; second, valuing and integrating both tacit knowledge and academic coded knowledge; and third, raising the professionalism and reflectivity of teachers and leaders.
Publication Year: 2016    |    Updated in ITEC: September 28, 2016
Archive of 308 additional items in this section back to December 2007
Enter Archive
Click the button to copy the link to the clipboard. You may then paste it into your web site or blog.
Copy Permalink