MOFET ITEC - Professional Development

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Last update in this section: October 1, 2017
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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
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
Before, After, In and Beyond Teacher Education
In this article, the author uses a trip to a Holocaust museum to explain and illustrate psychoanalytic concepts from Freud to Lacan in order to re-imagine persistent dilemmas in teacher education.
Publication Year: 2013    |    Updated in ITEC: September 11, 2017
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
Archive of 327 additional items in this section back to December 2007
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