scholarly journals Teachers’ Attitudes towards Reflective Teaching and Professional Development

2018 ◽  
Vol 3 (4) ◽  
pp. 600-604
Author(s):  
Lahcen Belmekki
Keyword(s):  
Professional Development ◽  
Reflective Teaching ◽  
Teachers Attitudes

scholarly journals Evaluation of Methodology: Qualitative Studies about Mobile Technology Implementation in Education

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Tsoghik Grigoryan
Keyword(s):  
Professional Development ◽  
Educational Technology ◽  
Mobile Technology ◽  
Technology Implementation ◽  
Qualitative Studies ◽  
Technology In Teaching ◽  
Language Classroom ◽  
Pros And Cons ◽  
Teachers Attitudes ◽  
Over Time

The description and understanding of the learning has changed significantly over time and is still in its transformational modern stage, which necessitates exploration and investigation of the pros and cons of innovative changes in the field of education. Some teachers resist those changes and do not feel comfortable teaching through or with mobile technology as they do not want to look incompetent when they are unable to troubleshoot. The purpose of this paper is to evaluate the methodology of qualitative studies conducted on the integration of mobile technology in language classroom and teachers’ attitudes towards using technology in teaching. The paper aims at examining 15 studies published in educational journals between 2006 and 2016. The articles discuss two aspects of educational technology: mobile technology integration in education and teachers’ attitudes and professional development for implementing technology in language classroom.

Digitalization of K-12 Teacher Training

2021 ◽  
pp. 123-144
Author(s):  
Linda M. Forrest
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
School System ◽  
Phenomenological Study ◽  
Face To Face ◽  
System Leaders ◽  
Blended Professional Development ◽  
Face To Face Learning ◽  
Teachers Attitudes ◽  
K 12

This chapter explores the need for reform in teacher training and professional development of K-12 teachers. Barriers caused by traditional models of professional development courses will be addressed. Information from a phenomenological study investigating teachers' attitudes, perceptions, and motivations regarding blended professional development will provide guidance and insights on the value of blended learning methods. An author-created theoretical framework for blended online professional development, which combines the convenience of online learning with face-to-face learning communities, will be shared. The chapter concludes with recommendations for school system leaders on how to meet the needs and desires of teachers, as well as for the digitalization of teacher training to reform professional development practices and promote 21st century skills for both staff and students.

scholarly journals REFLECTIVE TEACHING AS A MEANS OF TEACHER PROFESSIONAL DEVELOPMENT

2019 ◽  
Vol 2 (1) ◽  
pp. 8
Author(s):  
Diah Kurniati ◽  
Nuraeningsih Nuraeningsih
Keyword(s):  
Professional Development ◽  
Teacher Knowledge ◽  
Teacher Professional Development ◽  
Reflective Teaching ◽  
Reflective Knowledge ◽  
The Core ◽  
Alternative Means ◽  
Core Components ◽  
Teacher Professional

One of the core components of teacher knowledge is reflective knowledge which is defined as the teacher’s capacity to reflect on and assess his or her own practice. In other words, as teachers, they should be able to do reflective teaching. Reflective teaching is the teacher’s thinking about what happens in the classroom lessons, and thinking about alternative means of achieving goals and aims (Cruickshank and Zeichner in Richard and Nunan 1990). This paper discusses reflective teaching as a means of professional development.

scholarly journals "My assumptions were wrong": Exploring teachers' constructions of self and biases towards diverse families

2014 ◽  
Vol 1 (2) ◽  
pp. 24-46 ◽  
Author(s):  
Stephanie C. Smith ◽  
Tina M. Smith-Bonahue ◽  
Olivia R. Soutullo
Keyword(s):  
Professional Development ◽  
School Engagement ◽  
Family Engagement ◽  
Developmental Theory ◽  
Attitudes And Beliefs ◽  
Constructive Developmental Theory ◽  
Diverse Families ◽  
Constructive Developmental ◽  
Teachers Attitudes ◽  
Belief Changes

Family engagement in young children’s education is widely touted as valuable, but challenging, particularly for teachers in high need, highly diverse schools. Professional development efforts in this area often fall short, in part due to the difficulty inherent in changing teachers’ attitudes and beliefs. This study uses Kegan’s (1982) Constructive Developmental theory as a framework for understanding teachers’ belief changes as the result of course designed to improve family-school engagement.

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