Professional Development Program “Organizational-and-Methodological and Psychological-and-Pedagogic Aspects of the Academic Olympics Movement”

10.12737/2006 ◽  
2013 ◽  
Vol 1 (6) ◽  
pp. 21-26
Author(s):  
Новиков ◽  
Aleksandr Novikov ◽  
Абатурова ◽  
Valentina Abaturova ◽  
Новикова ◽  
...  
Keyword(s):  
Professional Development ◽  
Professional Education ◽  
Gifted Students ◽  
Development Program ◽  
Professional Development Program ◽  
Intellectual Abilities

This Development program is designed for educators and psychologists dealing with identification, support and development of gifted students’ intellectual abilities. The presented Program can be implemented in institutions of additional professional education.

scholarly journals Teacher Education Students’ Perceptions and Motivation in taking a Pre-service Teacher Professional Program

2020 ◽  
Vol 15 (1) ◽  
pp. 1-12
Author(s):  
Nofita Hapsari ◽  
Sandy Arief ◽  
Teguh Khaerudin
Keyword(s):  
Professional Development ◽  
Professional Education ◽  
Development Program ◽  
Professional Development Program ◽  
Survey Questionnaire ◽  
Education Students ◽  
Teacher Professional ◽  
Motivation To Participate ◽  
Pre Service Teacher ◽  
Teacher Education Students

This study aims to examine students’ perception of PPG-SM3T on motivation to participate the teacher professional education program. PPG-SM3T is a professional development program for pre-service teacher in Indonesia. Data for this study were collected from 186 students of economics education using a survey questionnaire. The findings showed that students’ perception of PPG-SM3T positively associated with motivation to participate the program. In addition, the study found that a majority of participants realized that teacher professional development program is significantly important to prepare them to be professional teachers. They also raised concerns, challenges, and the need to participate PPG-SM3T. Findings also suggested that providing information and active socialization on PPG-SM3T may motivate them to participate in the program.

scholarly journals Factors That Promote/Inhibit Teaching Gifted Students in a Regular Class: Results from a Professional Development Program for Chemistry Teachers

2016 ◽  
Vol 2016 ◽  
pp. 1-11 ◽  
Author(s):  
Naama Benny ◽  
Ron Blonder
Keyword(s):  
Professional Development ◽  
Educational Administration ◽  
Chemistry Education ◽  
Science Classroom ◽  
Gifted Students ◽  
Development Program ◽  
School Principal ◽  
Gifted Student ◽  
Internal Factors ◽  
Chemistry Teachers

The current study aims at better understanding the factors that promote and hinder chemistry teachers in teaching a gifted student in their regular chemistry class. In addition, it provides evidence of ways that teachers perceive a professional development course dealing with a gifted student in a mixed-abilities science classroom. Eighty-four photonarratives were collected from 14 chemistry teachers that participated in the course about teaching a gifted student in a regular classroom (41 promoting, 43 hindering factors). Factors that concern chemistry education specifically as well as general practices were raised by the teachers. The teachers were asked to “take a picture” (namely, of an external object or person); they considered most of the factors to be internal factors that are dependent on themselves and therefore concluded that they have the power to influence them. The internal factors can be addressed in the PD course; however the external factors should be managed by the school principal and district educational administration.

scholarly journals Significant process of change for elementary teachers to foster functional thinking

2013 ◽  
Vol 27 (47) ◽  
pp. 1007-1015
Author(s):  
Nasim Asghary ◽  
Ahmad Shahvarani ◽  
Ali Reza Medghalchi
Keyword(s):  
Professional Development ◽  
Elementary Teachers ◽  
Development Program ◽  
Practice Change ◽  
Professional Development Program ◽  
Process Of Change ◽  
Functional Thinking ◽  
Level Of Use ◽  
Significant Process ◽  
Adaptation Model

The purpose of this study was to explore a professional development program that involved 15 teachers. Functional thinking was used as a centerpiece of the program for work with teachers of Grades 1-5 during 6 months of the study. We used the concern-based adaptation model (CBAM) as a methodology to track the process of change of teachers and to understand the trajectories through which teachers may progress. Two questions guided the investigations: 1. How does implementation of the professional development program focused on functional thinking impact teachers' concerns? 2. How did teachers' practice change due to the implementation of the innovation program? The result of the study showed effectiveness of process of change in teachers, both in stages of concerns and level of use of the innovation.

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