Search results for "professional development"
showing 10 items of 258 documents
Exploring teachers’ stories of writing : a narrative perspective
2018
This study takes a narrative perspective to examine teachers as writers and autobiographical creative writing as a way for promoting teachers’ professional development. In a creative writing group for Finnish primary and secondary school teachers, the teachers expressed themselves and explored their lives and identities through autobiographical creative writing. The aim of this study was to examine the stories the teachers tell about their relationship to writing and the goals they set for their professional and personal development in the writing group. Through thematic analysis, seven descriptive themes were found in teachers’ narratives of writing. Furthermore, based on the narrative ana…
Teacher educators' professional identity formation in a challenging context : experience from Eritrea
2017
In Eritrea, the education sector is currently under reform pursuing to equip the teacher education to meet the country’s critical need for sufficiently qualified teachers. Here, teacher educators have a critical role in defining the quality of teacher education. Earlier research suggests that examining the implications of teacher educators’ professional identity formation for their professional development is crucial in developing the quality of future teachers. Yet, little is known of the identities and practices of teacher educators in Eritrea. This study thus focuses on examining the relationship between the teacher educators’ professional identities and their allegedly challenging worki…
Field-Specific Educational Practices as a Source for Students' Vocational Identity Formation
2008
Although work-related identity research has undergone considerable expansion in recent years, vocational identity among students remains a neglected area. However, initial vocational education plays a crucial role in the process of lifelong learning. Accordingly, this chapter discusses students' vocational identity formation during their vocational education and training. As recent findings on vocational or professional identity emphasise its context-based or sociocultural construction, [the authors] examined students' vocational identity formation in two different fields: one) technology and transport, and two) social services and health care. [The authors'] quantitative data indicate that…
Stories about transnational higher education (TNHE) : exploring Indonesian teachers’ imagined experiences of Finnish higher education
2019
We examined Indonesian school teachers’ perceptions and expectations about their professional learning, and their justifications for these, before they embarked on a transnational master’s programme carried out in both Indonesia and Finland. The data were collected using the method of empathy-based stories. The findings showed that the teachers expected the programme content, execution and internationality to impact positively on their professional learning, while negative professional learning scenarios were framed as stemming from a lack of personal motivation or lack of support from the Indonesian community. Moreover, the teachers expected to become more skilled professionals not only as…
La rubrica per promuovere l’autovalutazione degli insegnanti
2016
Attraverso la ricerca presentata si sono voluti mettere a fuoco quegli aspetti legati all’autovalutazione degli insegnanti, intesa come processo sistematico di esame e revisione delle pratiche messe in opera da una comunità professionale. Questo lavoro documenta una ricerca svolta con un gruppo di 144 docenti in servizio. Per consentire agli insegnanti di acquisire maggiore consapevolezza della propria pratica educativa e didattica, si è scelto di progettare e realizzare insieme a loro, in assetto cooperativo, una rubrica per l’autovalutazione dell’efficacia dell’insegnamento. Nei risultati finali si evidenzia come il processo di progettazione e costruzione della rubrica abbia rappresentato…
Professional Formation in Spain and Germany
2001
This article analyzes how the patterns of cooperation among different institutions ensure quality professional preparation in terms of the production of an effective and regulated distribution of competencies. For this analysis we apply the comparative methodology of García Garrido to the Spanish and German models of professional development; and we review educational issues related to the administration, management, and supervision of the professional preparation system in the two countries both at the central and regional levels.
Professional Learning of Teachers in Ethiopia: Challenges and Implications for Reform
2015
Continuous professional development of teachers is of growing interest globally, as it is considered vital to cope effectively with ongoing changes and to improve the quality of education. This qualitative case study explores potential and actual barriers that hinder teachers’ professional development in Ethiopian schools. Data was collected via interviews and focus group discussions from 37 purposively sampled participants. The study reveals three major challenges in teachers’ development: 1) conceptions and conceptual issues related to teaching, professional development and mentoring, 2) management and leadership, and 3) teachers’ work conditions. The need to reconsider educational change…
The benefits of inclusive education: new challenges for university teachers
2017
Inclusive education is a child’s right, not a privilege. The amount of current attention given to children and to childhood is unprecedented. In a world affected by financial crises, attitudes about children’s needs are very important. Recent years have seen innovations in the focus of research, as political moves that challenge the ways different children have been excluded and silenced. Inclusive education is a real and urgent need for all educational systems around the world. Inside our university, the Teachers Training Department needs to take serious measures to create a professional environment for all the students involved in the initial training for becoming teachers at all levels. …
IDENTIFYING THE TRAINING NEEDS AND THE KEY TRAINING TOPICS IN THE ENTERPRISES OF LATVIA
2019
The role of a workplace in the provision of lifelong learning processes is increasingly emphasised in the academic discourse. Since the early 21st century, a new term – “workplace pedagogy” (Billet, 2000) – has appeared, which signifies the increasingly important role of the workplace in the process of adult learning. The goal of this article is to discuss the key principles in determining the training needs and the key training topics in the enterprises of Latvia. The author of the article has carried out a qualitative study using a partially structured interview method. Four heads of human resource departments have been interviewed in four enterprises of Latvia with varied capital and wit…
Les théoriciens spontanés : comment les évaluateurs construisent et révisent leurs connaissances des programmes par l'expérience
2021
International audience; What exactly do evaluators learn about programs through experience and how? We chose a constructivist framework to investigate the structure of evaluators’ program-related knowledge, namely the form, content, and origins of their expressed theories. In this context, we complemented a Piagetian theory of learning with new developments offered by “probabilistic” (or “Bayesian”) models of learning. We conducted “explicitation” interviews with nine experienced practitioners, some specializing in the education or agri-environment sectors and some generalists. After examining the form and content of their program-related knowledge, we examine its development through experi…