Chapter 11: The interaction of training and observation in one teacher’s development

2020 ◽  
pp. 123-131
Author(s):  
Marc Jones
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Teaching Environment ◽  
Early Stages ◽  
Personal Experiences ◽  
Pedagogical Growth

Marc Jones discusses his story of professional growth in a large chain eikaiwa school and the affordances for training, reflection, and observation that he was able to capitalise on during the early stages of his career. Through his personal experiences in eikaiwa, Marc presents provides examples of ways in which he was able to proactively utilise the resources around him to stimulate his own pedagogical growth in a teaching environment lacking in formalised professional development opportunities.

USE OF INTERDISCIPLINARITY AS AN INNOVATIVE APPROACH IN THE EDUCATIONAL PROCESS OF ART INSTITUTIONS OF HIGHER EDUCATION

2021 ◽  
Vol 1 (195) ◽  
pp. 18-22
Author(s):  
Hanna Karas ◽  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Professional Growth ◽  
Interdisciplinary Approach ◽  
Educational Process ◽  
Theory And Practice ◽  
Innovative Approach ◽  
Institutions Of Higher Education ◽  
Interdisciplinary Field ◽  
Artistic Styles

The article is devoted to the use of interdisciplinarity as an innovative approach in the educational process of art institutions of higher education on the example of studying the discipline «Evolution of artistic styles in art» included in educational master's programs. This discipline is based on the theory and practice of professional development of a teacher-musician, who provides the Master of Arts education process, shapes their professional development necessary for their future musical and pedagogical creativity, skills, and pedagogical culture. The content of the discipline consists of the introduction of artistic styles’ scientific and theoretical fundamentals to the future specialists. The objectives of the course are 1) the theoretical generalization of the historical experience of the evolution of artistic styles, 2) acquaintance with the best examples of artistic culture, representing different styles and directions, 3) mastering complex problems of stylistic analysis. The aim of the course is the establishment of a strategy for a professional growth as part of the vocational training of masters in the following educational areas «Secondary education. Musical Art» and «Musical Art»; mastering the scientific and theoretical foundations of the artistic styles’ analysis as a formative student course of the music and pedagogical education in higher education. The interdisciplinary approach can be implemented in two main formats. A. Kolot believes that with the help of the first format he builds bridges between different sciences, brings them together on an informal basis without violating their individuality and uniqueness. In this format, the discipline «Evolution of artistic styles in art» «builds bridges» with such disciplines as: philosophy, history, foreign languages, general psychology, culturology, sociology, art culture, aesthetics. In the second format, interdisciplinarity is presented as a real tool for unifying sciences, and the emergence of integrative products. In this format the course «Evolution of Artistic Styles in Art» involves an organic combination of such disciplines as history and theory of music, theater, ballet, art history, philosophy, art culture and literature, analysis of musical form, choral class, music psychology, and others. Therefore, we propose to define the student course «Evolution of artistic styles in art» as a complex, interdisciplinary field of knowledge and consider the application of an interdisciplinary approach in the practice of a teacher of artistic institutions.

Transformative Professional Development: Outcomes of the Inner Life Renewal Program

2006 ◽  
Vol 11 (1) ◽  
pp. 57-62 ◽  
Author(s):  
Mary Jo Kreitzer ◽  
Lixin Zhang ◽  
Michelle J. Trotter
Keyword(s):  
Professional Development ◽  
Health Professionals ◽  
Professional Growth ◽  
Well Being ◽  
Self Awareness ◽  
Listening Skills ◽  
Inner Life ◽  
Program Evaluations ◽  
Renewal Program ◽  
Development Outcomes

Health professionals have jobs that are inherently stressful and most have had little opportunity or encouragement to focus on self-care. Over the past 10 years, professional development programs such as the “Courage to Teach” have been developed for teachers in primary and secondary schools. Reported outcomes include personal and professional growth, increased satisfaction and well-being, and renewed passion and commitment for teaching. Based on this model of transformational professional development, a program was developed for health professionals, the Inner Life Renewal Program. Four cohorts of health professionals have completed the program. This brief report provides descriptive information regarding the structure, format, and process of the program and evaluative data based on program evaluations and participant interviews. Outcomes reported by participants include an increase in self-awareness, improved listening skills and relationships with colleagues, and an increased ability to manage or cope with stress.

scholarly journals Exploring Change in EFL Teachers’ Perceptions of Professional Development

2017 ◽  
Vol 19 (1) ◽  
pp. 22-42 ◽  
Author(s):  
Mohammad Mohammadi ◽  
Khaled Moradi
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Educational Process ◽  
Development Programs ◽  
Teachers Perceptions ◽  
Development Framework ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
Before And After ◽  
Professional Development Programs

AbstractContinuous professional development (CPD) is important for teachers in attaining sustainable education. Accordingly, exploring teachers’ perceptions could be a significant endeavor as teachers’ beliefs impact their classroom practices, thereby, impacting student learning and, thus have educational implications. Therefore, this study was designed to investigate this fundamental issue via establishing professional development workshops to train teachers in order to promote sustainable professional growth. It examined 86 EFL teachers’ beliefs and attitudes toward CPD before and after attending workshops for professional development. The data were collected through a questionnaire and a follow-up interview. Paired-samples t-tests were run to measure differences between responses of pre and post surveys. Moreover, raw frequencies and percentages were calculated in order to prioritize the items the teachers selected in each variable. The findings demonstrate that beliefs about CPD can change. Survey data collected before and after professional development workshops revealed a statistical significant shift in EFL teachers’ beliefs. This finding was also supported by semi-structured interviews. In addition, the results also revealed that the participants perceived customized professional development programs with professional development framework as a beneficial tool to be included in the professional development programs. The study may have some pedagogical implications to be utilized in the educational process directed at sustainable professional development.

scholarly journals Developing scholarly communication competencies: How a post-master’s degree residency program can provide career preparation

2021 ◽  
Vol 82 (4) ◽  
pp. 178
Author(s):  
Willa Tavernier
Keyword(s):  
Professional Development ◽  
Residency Program ◽  
Core Competencies ◽  
Scholarly Communication ◽  
Early Career ◽  
Career Preparation ◽  
Specific Reference ◽  
Residency Position ◽  
Personal Experiences ◽  
Communication Competencies

Scholarly communication librarianship is a messy field. Its margins are ill-defined and ever- changing. There is a lack of curricular training in library schools and a lack of opportunities for early-career candidates. As a result, preparing librarians for a scholarly communication career presents a challenge. In this piece I discuss this messiness and describe my personal experiences in a residency position, showing how these kinds of positions support the professional development of scholarly communication librarians, with specific reference to the NASIG Core Competencies for scholarly communication librarians.

scholarly journals Career Counselling – Essential Part of the Personal and Professional Development Process for the Students and Young Reserchers in the Engineering Field

2020 ◽  
Vol 25 (0) ◽  
pp. 71-77
Author(s):  
Simona Magdalena Hainagiu ◽  
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Soft Skills ◽  
Skills Training ◽  
Training Programme ◽  
Career Counselling ◽  
The Sustainable Development ◽  
Wide Range ◽  
Professional Profile ◽  
The Impact

Career counselling is an important process in the personal and professional development of young professionals. In a continuously changing labour market, the graduates in the engineering field have been rapidly become conscious that the technical abilities are only the core of their professional profile, and the need to add a wide range of soft skills become mandatory prerequisites imposed by the human resources services in the recruiting companies. Our research investigated the impact of a soft skills training programme developed in the framework of a European Union funding project. The results revealed a vivid interest of young researcher in the engineering filed for the personal and professional growth especially for the development of communication and teamwork abilities. The professional counselling activities are a largely integrated component among the activities and the general intervention directions proposed by the European funding projects revealing a real need for the sustainable development of these support activites.

scholarly journals Graduate Students' Reflections on Technology in Language Learning and Teaching: A Qualitative Study

2019 ◽  
Author(s):  
Mohammed A. A. Farrah
Keyword(s):  
Professional Development ◽  
Qualitative Research ◽  
Graduate Students ◽  
Language Learning ◽  
Professional Growth ◽  
Theory And Practice ◽  
Learning And Teaching ◽  
Reflective Journals ◽  
Integrated Theory ◽  
Academic Year

This study aims to analyze the experiences and perceptions of a group of graduate students regarding an MA Technology in Language Learning and Teaching Course at Hebron University, Palestine. Specifically, the study addressed the aspects of the course that were perceived as the most useful for them and how graduate students perceive their professional growth as a result of the course. The study took place during the second semester of the academic year 2016/2017. The researcher employed a qualitative research to achieve the aims of the study. The participants wrote reflective journals and described how the course integrated theory and practice. The results revealed that the students benefited from the different elements of the course. Particularly, they benefited from the practical projects. The experience helped them in their professional development. Finally, the students offered a number of suggestions for improving the course. The researcher concluded with a set of recommendations.

Evolving Pedagogy and Practice

2016 ◽  
pp. 2005-2033
Author(s):  
Susan Hennessey ◽  
Mark W. Olofson ◽  
Meredith J. C. Swallow ◽  
John M. Downes
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Professional Growth ◽  
Development Programs ◽  
Evaluation Tool ◽  
Teacher Pedagogy ◽  
Mathematics Classrooms ◽  
Multiple Case ◽  
Reflective Evaluation

This chapter presents qualitative research describing the pedagogy of middle grades mathematics teachers who participated in professional development in conjunction with classroom integration of 1:1 technology. Through a multiple-case study design, the expression and development of teacher pedagogy that occurred as teachers created self-designed action research projects grounded in pedagogical goals is illustrated. The use of action research in these four case studies as a vehicle for professional growth and as a reflective evaluation tool is discussed. When viewed through the lens of the TPACK framework (Mishra & Koehler, 2006), data suggest a technology-mediated shift in pedagogy in the area of differentiation in instruction and assessment in mathematics classrooms. Future implications regarding technology integration, professional development programs, and the use of the TPACK as a descriptive tool are considered.

How to Thrive in the Changing Landscape of Teacher Education

2018 ◽  
pp. 1389-1404
Author(s):  
Holly Henderson Pinter ◽  
Kim K. Winter ◽  
Myra K. Watson
Keyword(s):  
Professional Development ◽  
Decision Making ◽  
Teacher Candidates ◽  
Comprehensive University ◽  
Personal Experiences ◽  
Performance Based Assessment ◽  
Decision Making Processes ◽  
In The Beginning ◽  
Preservice Teacher Candidate ◽  
And Training

This chapter explores a number of issues for consideration when adopting and implementing edTPA as a summative performance-based assessment of preservice teacher candidate tasks. This chapter aims to offer guidance and support for programs in the beginning stages of implementation of edTPA. Each of the considerations includes a vignette from personal experiences at a regional comprehensive university in the southeast. Issues discussed include timeline for implementation, buy-in, decision-making processes, professional development and training, mapping, and next steps. The vignettes detail particular issues or concerns and include faculty, staff, and/or teacher candidates. Data used to develop the vignettes was collected via interviews, surveys, and reflections.

Studia dziejów i kultury Żydów w Polsce po 1945 roku

2003 ◽  
pp. 548-549
Keyword(s):  
Professional Development ◽  
Graduate Students ◽  
Religious Life ◽  
The Other ◽  
Keen Interest ◽  
The Third ◽  
Early Stages ◽  
History Of ◽  
Jewish Emigration

This chapter discusses the book Studia z dziejów i kultury Żydów w Polsce po 1945 roku (Studies on the History and Culture of Jews in Poland after 1945), which was edited by Jerzy Tomaszewski. This volume consists of three short monographs by Polish graduate students in the early stages of their professional development. Two were originally written as MA theses: one by Maciej Pisarski on Jewish emigration from Poland from 1945 to 1951, and the other by Albert Stankowski on Jewish emigration from western Pomerania from 1945 to 1960. The third, by August Grabski, on the organization of Jewish religious life in Poland during the communist and (primarily) post-communist eras, originated as a seminar paper. On the whole, postgraduate writing of this type, if it is published at all, appears in limited-circulation journals for an audience of academics. The fact that these studies were published in book form, especially in paperback with the aid of a subsidy from the Polish Ministry of Culture, offers further testimony of the keen interest in the history of Jews in Poland evident among the Polish public in recent years.

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