Search results for "Professional Development"
showing 10 items of 258 documents
STEAMTEACH Austria: Towards a STEAM Professional Development Program
2022
The STEAMTEACH (STEAM Education for Teaching Professionalism) project works with teacher trainers to develop a program of Transcultural STEAM Professional Development for in- and pre-service teachers. Following a literature review, a semi-structured questionnaire then interviews approach was used to elicit current practice, challenges for teachers and recommendations from Austrian teacher trainers. These recommendations were then compared with and supported by STEAM academic literature. It was found that none of the institutions offered a STEAM approach and it does not appear in the curriculum. Indeed, this fact is the primary challenge to overcome. Recommendations were that teachers should…
Evaluation of the behavioral and affective outcomes of novice teachers working in professional development schools versus non-professional developmen…
2018
Abstract The purpose of this study was to evaluate the outcomes of teacher preparation based in Professional Development Schools (PDSs) in secondary education in The Netherlands over a period of three years. Approximately 150 teachers in non-PDSs were compared with 50 teachers in PDSs with declining response rates. Classroom observation ratings and student perceptions of PDS teachers in the second year were higher compared to non-PDS teachers. PDS teachers reported higher levels of teacher efficacy in each year. PDS-based teachers evaluated their teacher preparation and their learning opportunities significantly more positively compared to non-PDS-based teachers. Even though the sample size…
RESEARCHING SELF-ASSESSMENT OF STUDENT TEACHERS’ PEDAGOGICAL ACTIVITY IN THEORY AND PRACTICE
2015
In professional growth of teachers, self-assessment of the pedagogical activity is a precondition for their effective practice therefore student teachers are encouraged to carry out self-assessment of the pedagogical activity already at the beginning of their studies. In order to make self-assessment of student teachers’ pedagogical activity more productive, it is important to find out a theoretical concept of self-assessment of student teachers’ pedagogical activity and to understand what impacts self-assessment of their pedagogical activity in practice. In the due course of the analysis of the scientific literature definition and functions of self-assessment of student teachers’ pedagogic…
FORMATION OF TEACHERS’ COMPETENCES IN FURTHER EDUCATION
2019
The interest of contemporary society in improving the quality of education is mainly reflected in the issue of educational results - competences - and their provision in the learning process. Introducing the 21st Century educational standards, the development of competencies required for teaching become more relevant. International documents indicate that a teacher should have the ability to teach, effectively use technologies in learning, help students gain transversal competencies. The teacher should be able to participate in research, use innovation, reflect on his/her work, collaborate with colleagues and parents. It is the teacher’s duty to direct the student's individual development.…
An analysis of English teachers’ self-efficacy in relation to SEN and disability and its implications in a changing SEN policy context
2016
AbstractPolicy and practice in relation to meeting the diverse needs of all children, including those with special educational needs (SEN) and disabilities, is in a state of change in the UK. As a result, there is growing interest in and understanding of the need to focus on factors which impact on teachers’ levels of self-efficacy in meeting the needs of learners with SEN, and the implications of this for further development and training. The research reported in this paper gathered data from teachers at a unique time in the transition of policy and practice in England. Through a quantitative analysis of a questionnaire completed by 213 teachers from a variety of teaching settings, data re…
In-service teachers' professional development: which systemic aspects are involved?
2011
This study offers insights into the impact of a developmental research project on mathematics teachers’ teaching practice. The research is situated within a project, the TBM project (Teaching Bette...
Online or offline – Does it matter?: A study of in-service teachers' perceptions of learning outcomes in Norway
2020
Policymakers and scholars are scaling up online professional development programmes for teachers. We studied how in-service teachers in Norway perceived their learning outcomes for professional development programmes conducted either as campus-based or online courses. Based on survey data, we found teachers studying online and in campus-based settings have relatively similar perceptions of the learning outcomes. This changes when indicators of collaboration and support from teachers are controlled for, suggesting that these factors are more strongly related to learning outcomes for those in campus-based studies than those in online studies. Our findings contribute new insights on how percei…
Educational Impact Evaluation of Professional Development of In-Service Teachers: The Case of the Dialogic Pedagogical Gatherings at Valencia “On Gia…
2021
There is a broad consensus on the impact of teacher quality on students’ outcomes. However, the debate on how to evaluate the impact of teacher training on student improvement remains open. The evaluation of the impact of in-service teacher training, organized in a network for different schools, has been analyzed very little to date. Our research displays an innovative approach in this regard, through an In-Service Professional Development Program based upon scientific evidence and dialogic principles: The Pedagogical Gatherings “On Giant’s Shoulders”. We conducted a multilevel communicative study to analyze its impact upon students’ achievement and schools’ outcomes whose teachers taking p…
Effects of emotional skills training to prevent burnout syndrome in schoolteachers
2019
Abstract Introduction and objectives Work-related stress and emotional distress among schoolteachers are considered a serious concern in the educational context. Research has shown the beneficial effects of emotional abilities on burnout and psychological problems. Based on the Ability Model of Emotional Intelligence, we designed an emotional-skills training for school teachers intended to promote mental health and well-being. Materials and methods The participants were 340 teachers (74% women), assigned randomly to an experimental and control group. Data on burnout syndrome, emotional symptoms (depression, anxiety, stress), self-esteem and life-satisfaction were collected in three waves: b…