There is scope to improve teachers’ training and professional development

2019 ◽  
Keyword(s):  
Professional Development ◽  
Teachers Training

scholarly journals A FIELD STUDY OF THE TRANSACTIONAL MODALITIES OF THE IN-SERVICE TEACHER TRAINING PROGRAMMES FOR SECONDARY SCHOOL TEACHERS UNDER RMSA IN MIZORAM

2020 ◽  
pp. 9-13
Author(s):  
Zairemmawia Renthlei ◽  
Prof. L N Mishra
Keyword(s):  
Professional Development ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Training Programme ◽  
Administrative Staff ◽  
School Teachers ◽  
Service Training ◽  
Training Programmes ◽  
Teachers Training ◽  
District Offices

The professional development of teachers is an important aspect of education and the main avenue for the professional development of secondary school teachers is the in-service training programmes organised by the district education offices. This study is an attempt to study the transactional modalities i.e. the manner in which the training programmes are organised by the various district education offices. Training Centres in all eight districts of Mizoram were visited and administrative staff from all the district offices were interviewed. Findings were tabulated and recommendations made for improvement. KEYWORDS: In-service Training Programme, Secondary School Teachers, Training Centres, Transactional Modalities, Challenges, Thrust Areas, Recommendations.

Tertiary EFL Practitioners’ Beliefs and Attitudes Towards Professional Development in the Area of Assessment and Testing–An Exploratory Study

2021 ◽  
Vol 3 ◽  
pp. 17-32
Author(s):  
Muhammad Wasim Latif ◽  
Arzoo Wasim
Keyword(s):  
Professional Development ◽  
Teacher Beliefs ◽  
Teacher Practices ◽  
Language Teachers ◽  
Self Awareness ◽  
Educational Institute ◽  
Assessment And Testing ◽  
Teachers Training ◽  
Beliefs And Attitudes ◽  
Insight Into

Professional development of teachers, the greatest strength of any educational institute, implies advancement of pedagogical, assessment and success standards. All teacher education activities whether during the pre-or/and in-service phases, should aim to bring about teacher change which refers to the procedures targeting reform in teacher beliefs, attitudes, knowledge, self-awareness, skills and practices. Since teacher beliefs and attitudes serve as an integral part of the process to comprehend how teachers conceptualise, approach and practice their work, change in teacher practices generally precede a change in teacher beliefs and attitudes. In the background of the paucity of scholarship about tertiary EFL practitioners’ beliefs and attitudes about their professional development, in general, and in assessment, testing and evaluation, in particular, the present study mainly based on interview data collected from 10 tertiary EFL teachers working in three tertiary educational institutes in Saudi Arabia aimed at exploring tertiary EFL practitioners’ philosophies and attitudes towards their PD in assessment and testing to get better insight into language teachers’ training needs. It is hoped that the findings of the study will create awareness among novice as well as experienced teachers and help their respective institutions in having better understanding about the various dynamics of teacher PD in assessment and testing.

scholarly journals TRAINING OF TEACHERS FOR INCLUSIVE EDUCATION FOR CHILDREN WITH LIMITED OPPORTUNITIES OF HEALTH

2017 ◽  
Vol 13 (1-1) ◽  
pp. 25-28
Author(s):  
Lyudmila M Betker
Keyword(s):  
Professional Development ◽  
Inclusive Education ◽  
Educational Programs ◽  
Design And Implementation ◽  
Professional Development Of Teachers ◽  
Teachers Training

The article deals with training based on resource centers for inclusive education as a form of professional development of teachers in their preparation for the design and implementation of adapted educational programs. The article raises the question of scientific and methodological support of resource centers for inclusive education. It discusses the need for tutor support in teachers training that will provide the individualization process of preparing teachers for new activities.

Eportfolios and Open Badges for Open Recognition of Lifelong Learning Outcomes

2020 ◽  
pp. 59-83
Author(s):  
Olga Smolyaninova ◽  
Bezyzvestnykh Ekaterina
Keyword(s):  
Professional Development ◽  
Blended Learning ◽  
Lifelong Learning ◽  
Educational Environment ◽  
School Of Education ◽  
Master's Students ◽  
Level Of Satisfaction ◽  
High Level ◽  
Education Psychology ◽  
Teachers Training

The Chapter presents strategies for training Masters of Еducation students for the development of digital ecosystems in the open educational environment of Yenisei Siberia with the use of e-portfolio and Open Badges technologies through a special electronic course for students of blended learning model. The preliminary results obtained by the authors based on a Google-survey showed that students demonstrated a high level of satisfaction with learning using e-portfolio and Open Badges technologies in the multicultural digital environment of the Siberian region. This Chapter describes the experience of the School of Education, Psychology, and Sociology in use of e-portfolio technology in the evaluation of educational outcomes, reflection, professional development in the lifelong learning process of future teachers, and the introduction of Open Badges integrated with e-portfolio in the teachers' training course for Bachelor and Master's students.

Modern Primary School’s Sound Space Organization

2015 ◽  
Vol 3 (2) ◽  
pp. 17-24
Author(s):  
Лаптева ◽  
V. Lapteva
Keyword(s):  
Professional Development ◽  
Cognitive Process ◽  
State University ◽  
Education Development ◽  
Development Institute ◽  
Space Organization ◽  
Sound Environment ◽  
Teachers Training

Questions related to organization of sound space as essential party of modern primary school’s developmental environment are offered for discussion in this paper. The important role of music in educational and cognitive process is justified. Features related to teachers’ training and professional development in Kursk State University and Kursk Education Development Institute and allowing provide teachers’ competence at the expedient organization of junior schoolchildren training’s sound environment are revealed.

Multiplying the Effect of Professional Development: Teachers Training Teachers

TESOL Journal ◽  
2012 ◽  
Vol 4 (1) ◽  
pp. 129-150 ◽  
Author(s):  
Holly Hansen-Thomas ◽  
Patricia Pat J. Casey ◽  
Liliana Grosso
Keyword(s):  
Professional Development ◽  
Teachers Training

scholarly journals Continuous Professional Development: A Source of Appropriate Learning Activities for Students

2019 ◽  
Vol IV (III) ◽  
pp. 466-473
Author(s):  
Muhammad Ali Shaikh ◽  
Stephen John ◽  
Kamal Haider
Keyword(s):  
Professional Development ◽  
Teaching Practices ◽  
Research Study ◽  
Continuous Professional Development ◽  
Quantitative Approach ◽  
Learning Activities ◽  
Classroom Teaching ◽  
Teachers Training ◽  
The Impact

The purpose of this research study was to analyze the impact of professional development courses on teaching practices of the teachers A quantitative approach was adopted to solve the query, a questionnaire having close-ended questions was developed to collect data. The population of the study was teachers' trainers and heads of the institutions. The purpose of including trainers was to understand what types of courses offered by the teachers training institutes while inclusion heads to know about the changes found in the personalities of the teachers after attending a course. The analysis of collected data reveals that training institutes are offering general courses instead of subject-oriented courses, and resultantly teachers are unable to have appropriate subject related activities during their classroom teaching. Therefore, it is recommended that subject-oriented professional development courses should be designed for the teachers who will ultimately help teachers in using more appropriate activities during their teaching

scholarly journals Narratives Shaping Teachers’ Professional Identity and Influencing Career Development

Educatia 21 ◽  
2020 ◽  
pp. 4-20
Author(s):  
Ariella Zeevia ◽  
Carmen Mihaela Crețu
Keyword(s):  
Professional Development ◽  
High School ◽  
Professional Identity ◽  
Junior High School ◽  
Professional Training ◽  
Junior High ◽  
Professional Life ◽  
Narrative Study ◽  
School Day ◽  
Teachers Training

This article seeks to distinguish between teachers' academic studies which they chose of their own volition, and professional training throughout their career that is imposed on them as part of their role as educators, in the framework of their professional development. This is a qualitative-narrative study, whose data were collected through the life stories of two educators, one is currently serving as the principal of a junior high school, and the other serves as a vice principal of a junior high school and is also preparing to be the principal of a school. The data were analyzed by means of content analysis, which yielded themes that were combined into three chapters: Chapter one: The seeds sown in the parents' home towards professional life, Chapter two: The choice of the professional life track, and Chapter three: Professional development towards career advancement. The findings show that this distinction points to the formation of teachers' professional identity: The free choice in academic study tracks contributes greatly to the formation of their professional identity, while continuing their training as teachers in the afternoon after a long school day, does not contribute to the formation of their professional identity. Some see these studies as an inconvenience and its main value for them is financial. The findings of this study reprise the question of the connection between teachers’ training throughout their careers as formulating the perception of their professional identity.

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