The Linkage of Continuing Professional Development and the Classroom Experience of Pupils: barriers perceived by senior managers in some secondary schools

2000 ◽  
Vol 26 (3) ◽  
pp. 423-435 ◽  
Author(s):  
Christopher Rhodes ◽  
Sydney Houghton-Hill
Keyword(s):  
Professional Development ◽  
Secondary Schools ◽  
Continuing Professional Development ◽  
Senior Managers ◽  
Classroom Experience

scholarly journals Support for Newly Qualified Teachers Through Teacher Induction Programs – a Review of Reviews

2020 ◽  
pp. 49-70
Author(s):  
Lisbeth Lunde Frederiksen
Keyword(s):  
Professional Development ◽  
Secondary Schools ◽  
Teacher Induction ◽  
Continuing Professional Development ◽  
Self Esteem ◽  
Induction Programs ◽  
Teacher Resilience ◽  
Qualified Teachers ◽  
Teacher Induction Programs ◽  
Review Of Reviews

This article gives an overview – in the form of a “review of reviews” – of existing knowledge in the research on teacher induction programs in primary and secondary schools. The article is based on seven reviews. The article describes the various elements that can make up teacher induction programs in primary and secondary schools, and shows that such programs – with their various content and contexts – can contribute to the professionalization of teaching. This includes the development of insight, self-efficacy, and self-esteem. Induction training can counteract burnout, strengthen teacher resilience and thereby facilitate continuing professional development and a firm foothold in the job as a teacher.

scholarly journals TeachMeets: continuing professional development for teachers by teachers

2021 ◽  
pp. 139-144
Author(s):  
Jane Basnett
Keyword(s):  
Professional Development ◽  
Secondary Schools ◽  
Continuing Professional Development ◽  
Bottom Up ◽  
Professional Development For Teachers

What is it? A TeachMeet (TM) is a form of free Continuing Professional Development (CPD) that originated in 2006 in Scotland, and has since been known under many guises; guerrilla CPD, unconference, and bottom-up CPD. The forefather of this form of CPD is educational consultant Ewan McIntosh, who originated these meetings for those educators in primary and secondary schools who wanted to share ideas and talk expressly about teaching. From the very first TM, which took place on the peripheries of an educational conference, there have been certain characteristics that define this teacher-led CPD. The by-line for a TM is ‘teachers sharing ideas with teachers’. As this strapline suggests, the presenters at a TM are also the attendees; they are there to learn from each other at a utilitarian meeting. The presentations, often described as micro or nano presentations, are short, and there is ‘break-out time’ when attendees can get together, learn more from each other, and share and develop ideas. Indeed, as Bennett (2012) suggests “the value of a conference is not the keynotes or even the workshops, but the conversations that happen in the corridor or over coffee” (p. 24).

Classroom Observation for the Professional Development of Myanmar University Lecturers in a Singapore Cross-Cultural Context: Perception of Abilities and Learning Based on ‘Nine Events of Instruction’

2018 ◽  
Vol 5 (2) ◽  
pp. 40-49
Author(s):  
Siew Hong Lam
Keyword(s):  
Professional Development ◽  
Cultural Context ◽  
Classroom Observation ◽  
Continuing Professional Development ◽  
Educational Background ◽  
Cross Cultural ◽  
Lessons Learned ◽  
Potential Applicability ◽  
Pedagogical Framework ◽  
Events Of Instruction

Abstract Continuing professional development is important for improving and reforming teaching.Classroom observation of others’ teaching has been used for the professional development of eight lecturers from three Myanmar universities who visited the Department of Biological Sciences, National University of Singapore over a period of three weeks.To bridge the socio-cultural and educational background differences, Gagné’s ‘Nine events of instruction’ was used as a pedagogical framework to guide and evaluate the classroom observation and learning as it is well-established for instructional design and resonate well with educators.This study aimed to evaluate the participants’ abilities and their learning through classroom observation based on their perceptions of the ‘nine events of instruction’.The study found that most of the participants have positive views of their abilities in relation to the ‘nine events’, especially in practicing the early events of instruction. The classroom observation has benefitted them with respect to the ‘nine events’, particularly ‘Informing the Students of the Objective/Outcome’, ‘Stimulating Recall of the Prior Knowledge’ and ‘Presenting Information/Content/Stimulus’.Notably, ‘Assessing Performance’ was the most perceived ‘event of instruction’ that the participants wanted to improve on and that the participants perceived will benefit Myanmar lecturers the most.Qualitative feedbacks by the participants revealed lessons learned, their potential applicability and desires to reform and share.The study further demonstrated that the ‘nine events of instruction’ is a useful pedagogical framework for guiding and evaluating perception of abilities and learning in classroom instruction and observation for continuing professional development in a cross-cultural context.

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