Job-Embedded Professional Development: Integrating Development Spelling Theory into Teacher Practice

2008 ◽  
Author(s):  
Anna Barton Baynum
Keyword(s):  
Professional Development ◽  
Teacher Practice ◽  
Embedded Professional Development

scholarly journals Promoting and Enhancing Effective Teacher Professional Development in Tanzania: Lessons from Chinese Teacher Professional Development

2021 ◽  
pp. 9-16
Author(s):  
Amani Abisai Lyanga
Keyword(s):  
Professional Development ◽  
Teacher Professional Development ◽  
Professional Training ◽  
Teacher Practice ◽  
Educational Achievement ◽  
Effective Teacher ◽  
Related Factors ◽  
Teacher Professional ◽  
Significant Achievement ◽  
Chinese Teacher

This paper reports on promoting and enhancing effective teacher professional development in Tanzania: Lessons from Chinese teacher professional development. Teacher professional development is an important aspect in any country for educational achievement. In several years Tanzania has been facing ineffective teacher training and professional development. As a result, most of the teachers fail to plan their professional development as it expected to be. The analysis of findings indicated that Chinese teacher professional development has obtained significant achievement due to the presence of a strong policy, heavy investment in the teacher education sector, and other related factors. In this regard, these lessons are worth to Tanzania which still struggling to have effective teacher professional development through teacher practice. Therefore this study recommended that the Tanzanian government should encourage professional training programs for teachers through financial and material support.

A Description of the Characteristics and Behaviors of Master Teachers in Nursing

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Jacquelyn McMillian-Bohler ◽  
Linda Copel ◽  
Catherine Todd-Magel
Keyword(s):  
Professional Development ◽  
Qualitative Study ◽  
Nurse Educators ◽  
Teaching Practice ◽  
Teacher Practice ◽  
Master Teacher ◽  
Full Time ◽  
Master Teachers ◽  
And Behaviors ◽  
Teaching Criteria

AbstractMaster teachers are associated with achieving excellence in teaching; however, there are no research studies that describe master teachers in nursing. Based on an analysis of interview responses from eleven, experienced, full-time, undergraduate nurse educators, this qualitative study offers an empirically based description of characteristics and behaviors of master teachers in nursing. This description of master teachers provides nurse educators with characteristics and behaviors that may be needed to develop a master teacher practice. Increasing the number of master teachers in nursing could have implications for creating teaching criteria to evaluate teaching practice and develop professional development activities.

Job-Embedded Professional Development for Teachers of English Learners: Preventing Literacy Difficulties Through Effective Core Instruction

2018 ◽  
Vol 41 (3) ◽  
pp. 203-214 ◽  
Author(s):  
Linda Cavazos ◽  
Sylvia Linan-Thompson ◽  
Alba Ortiz
Keyword(s):  
Professional Development ◽  
Content Knowledge ◽  
English Learners ◽  
First Grade ◽  
Evidence Based Practices ◽  
Urban Elementary School ◽  
Professional Development For Teachers ◽  
Reading Content Knowledge ◽  
Teachers Of English Learners ◽  
Embedded Professional Development

This mixed methods descriptive study examined the effects of job-embedded professional development (JEPD) in reading on the content knowledge and instructional practice of teachers of English learners (ELs). Four first-grade teachers of ELs at one urban elementary school received JEPD over the course of a year. Results of pre- and posttests of teacher knowledge and classroom observations indicated that teachers’ reading content knowledge increased and that they used more evidence-based practices. JEPD shows promise as an approach that accommodates teachers’ varying levels of knowledge and experience in preparing them to meet the diverse needs of their students.

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