Search results for "professional development"

Running a hybrid: mingling in-service and pre-service teachers in peer-mentoring groups

2020

his study examines a hybrid form of the Finnish Peer-Group Mentoring (PGM) merging student teachers and in-service teachers of different career stages in group meetings facilitated by an educated mentor. Experiences of the in-service participants were studied by interviewing them, and the data were analysed through thematic analysis. Four main themes were identified: 1) Enjoying group activities, 2) Personal professional development, 3) Attaching to the professional community and 4) Developing the teacher profession. The study shows that the hybrid model of peer-group mentoring enables opportunities for teacher learning that benefit both schools and teacher education institutions. peerRevie…

In pursuit of beginning teachers'competence in promoting reading motivation: a mixed-methods study into the impact of a contunuing professional devel…

2020

As teachers’ reading motivation and self-efficacy for promoting reading motivation can be considered vital for their reading-oriented promotive teaching practices and students’ reading motivation, this study evaluated the impact of a year-long CPD program for beginning primary school teachers. A convergent parallel mixed-methods design with repeated measures was established, including a comparison and two CPD conditions (group vs. individually-oriented). Based on the quantitative results only no clear impact of and differences between the conditions could be observed. The qualitative analysis, however, showed growth in teachers’ reading motivation and self-efficacy at a different pace and l…

Exploring Teachers' Motivation for Teaching and Professional Development in Ethiopia : Voices from the Field

2015

Teachers’ work, learning, and professional development are central to any effort aiming at improving schools. Consequently, teachers must consider themselves as a lifelong learner, engage in continuous professional learning and apply that learning to improve student learning and achievement. This article explores teachers’ motivation for teaching and professional development in secondary schools in Ethiopia. Data were collected via interviews and focus group discussions from 32 teachers. The analysis of the collected information revealed low salary and the absence of link between performance and reward as major motivational challenges for teachers. The identified motivational challenges wer…

Becoming a Language Teacher: A dream come true or a source of anxiety?

2015

In this qualitative study the author examined personal narratives written by 14 Finnish speaking student teachers of Swedish, in order to find out what they tell about their thoughts and feelings concerning their future work as language teachers. The following three themes were in focus: firstly, what university students tell about their reasons for wanting to become teachers in the first place; secondly, what kinds of worries concerning their future work they mention in their narratives; and thirdly, how student teachers could be supported during transition from teacher education to teaching. According to the study, students choose teaching for reasons that are related to: (a) teacher iden…

Staże nauczycielskie w doskonaleniu zawodowym nauczycieli

2015

In this article the author has made anattempt to show possibilities for the improvement of professional competences of teachers with various specialties of a modern vocational school taking as an example the project carried out by University in Opole : ‘Innovations of teachers professional improvement’. One of the ways of professional improvement in the area of vocational schools subjects and of increasing knowledge and skills is serving internships in service and manufacturing companies, which use new technologies, machines and materials. In the globalization society the teacher should be a specialist who is properly prepared to lead didactical and practical classes in the educational inst…

Promotion of school engagement through dialogic teaching practices in the context of a teacher professional development programme

2021

This study was conducted in the context of a teacher professional development programme that aimed to improve dialogic teaching in the classroom, and it describes the programme and examines the change in teachers' dialogic teaching practices and pupils' classroom engagement during the programme. Data on pupils' school engagement were collected using classroom video recordings and students' self-ratings at the end of the lesson including dialogic teaching practices. The participants comprised seven in-service teachers and their 140 pupils (10- to 15-year-olds) from two comprehensive schools. The findings indicated positive change in the use of dialogic teaching practices and in observed pupi…

Opetussuunnitelman opettelijasta pohtivaksi osaajaksi : omaelämäkerrallinen opetussuunnitelmatarina

2014

Upskilling of Academics' Pedagogical Professionalism : Trainers’ and Participants’ Experiences of University Pedagogical Courses

2022

Meaningful learning in teacher education

2018

This study explores meaningful learning in the context of teacher education. The study showed the importance of course design in generating meaningful learning. Opportunities to gain strong experience are crucial to meaningful learning. Meaningful learning provides space for both positive and uncomfortable emotions. peerReviewed

Analysing students’rating of the SLP Digitally Competent Educators

2021

This article uses student feedback to examine the perspective of participants in the short learning programme (SLP) pilot Digitally Competent Educators (DCE). This SLP was targeted at the continuous professional development and lifelong learning for educators at various levels and several education areas. Student feedback was collected in 2020 using anonymous surveys at the end of each course. This implies that respondents were those participants who completed the course. Feedback, used on further development of the SLP, focused on the content and implementation of the course modules. The SLP followed the design guidelines produced inside the E-SLP project and was based on the Digital Compe…