scholarly journals What do they need? Determining Differences in the Professional Development Needs of Louisiana Agriculture Teachers by Years of Teaching Experience.

2019 ◽  
Vol 60 (2) ◽  
Author(s):  
Whitney Figland ◽  
Joey Blackburn ◽  
Kristin Stair ◽  
Eric Smith
Keyword(s):  
Professional Development ◽  
Teaching Experience ◽  
Agriculture Teachers ◽  
Years Of Teaching Experience ◽  
Professional Development Needs

The professional development needs for the use of educational technology

2019 ◽  
Vol 16 (2) ◽  
pp. 159-171 ◽  
Author(s):  
Kam-Cheong Li ◽  
Billy Tak-Ming Wong
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Educational Technology ◽  
Hong Kong ◽  
Online Survey ◽  
Teaching Experience ◽  
Current Status ◽  
Content Type ◽  
Professional Development Needs ◽  
Hong Kong Higher Education

Purpose This study aimed to identify the professional development needs of academics in Hong Kong higher education for the use of educational technology. Design/methodology/approach An online survey was conducted in 2017, which involved 374 academics from Hong Kong higher education institutions. The survey covered their perception and use of educational technology for professional activities and their relevant professional development needs. Findings The results showed an overall positive perception by the academics of the usefulness of online learning with the aid of technology, which was regarded as an effective complement to face-to-face learning. However, their use of educational technology focused only on general online applications, such as document and video-sharing tools, and e-learning platforms. Among various professional development needs, those related to the use of specific educational software with sharing of practical examples were considered to be most highly desired by the academics. In addition, the academics working in lecturer positions tended to use more online applications and had a higher need for professional development, than those with more teaching experience. Originality/value The findings contribute to identifying the current status of the use of educational technology and the professional development needs among academics in Hong Kong, as well as the differences between academics in different job positions and with different amounts of teaching experience. The results help in designing suitable professional development activities which address the specific needs of academics.

Professional Development Needs and Priorities of La Salle University (LSU) Faculty

2014 ◽  
Vol 9 (1) ◽  
Author(s):  
Flordelis J. Ejercito
Keyword(s):  
Professional Development ◽  
Classroom Management ◽  
Teaching And Learning ◽  
Teaching Experience ◽  
Teaching Profession ◽  
College Faculty ◽  
Service Needs ◽  
Professional Development Needs ◽  
Almost All ◽  
La Salle University

The quality of instruction depends on a large extent of the capability, the strength, and the excellence of the faculty. For the faculty to perform their roles and fulfill their responsibilities, Colleges must first show that they understand what the faculty needs and values most. The purpose of this descriptive study was to determine the professional development needs and priorities pertaining to teaching and learning of the college faculty (n=71) of La Salle University to guide the administrators and faculty in crafting enrichment activities. Sixty-three percent of the 113 teachers completed a survey instrument. Calculated means and frequency-percentage distribution describes the prioritization of in-service needs while weighted means determine the performance of the college faculty as appraised by the students. The results of this study showed one-thirds of the teacher-respondents as new to the teaching profession while 69% have more than three years of teaching experience. The study concludes that the colleges vary in their needs for professional development. However, there are areas common to almost all colleges. Their top priority need for classroom management is ending the class on time. For the evaluating students’ learning, the top priority is mastery of the subject matter. For evaluating students’ learning, the priority is constructing questions that cover topic discussed.  Keywords – Management, professional development needs and priorities, teaching profession, teaching experience, enrichment, descriptive design, Philippines

scholarly journals THE TEACHER QUALIFICATION SCHEME: A CASE OF ALBANIA

2013 ◽  
Vol 55 (1) ◽  
pp. 11-27
Author(s):  
Tidita Abdurrahmani
Keyword(s):  
Professional Development ◽  
Teacher Preparation ◽  
Novice Teachers ◽  
Teaching Experience ◽  
Teacher Qualification ◽  
Years Of Teaching Experience ◽  
The University ◽  
Depth Interviews ◽  
Desk Research ◽  
Induction Scheme

The study aims to analyse the results of “Teacher Qualification Exam” in Albania, and to link these results with teacher preparation curricula taught in public universities. The methodology of research includes desk research on the literature about curricula and teacher continuous professional development, elaboration of the results of the testing of 3064 teachers, analysis of the university teacher preparation curricula in terms of skills development, the elaboration of the results of questionnaires developed by novice teachers, and in depth interviews with students graduating from the education departments. As a result, the research shows the relationships amongst the curricula developed in the teacher preparation faculties in Albania, the poor results of novice teachers involved in the induction scheme, and the comparatively low results of teachers pertaining to the third category of the Qualification Scheme (novice teachers having no more than 5 years of teaching experience) in Albania. It is advisable to adopt a better professional development scheme. Key words: desk research, novice teachers, teacher qualification.

Professional Development Needs of Novice Nursing Clinical Teachers: A Rapid Evidence Assessment

2016 ◽  
Vol 13 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Farah Jetha ◽  
Geertje Boschma ◽  
Marion Clauson
Keyword(s):  
Professional Development ◽  
Nursing Education ◽  
Teaching Practice ◽  
Teaching Experience ◽  
Nursing Programs ◽  
Clinical Teachers ◽  
Experienced Nurses ◽  
Need Support ◽  
Expert Nurses ◽  
Professional Development Needs

AbstractThe current nursing profession is challenged with a decreasing supply of competent clinical teachers due to several factors consequently impacting the quality of nursing education. To meet this demand, academic nursing programs are resorting to hiring expert nurses who may have little or no teaching experience. They need support during their transition from practice to teaching. Using the systematic approach of a Rapid Evidence Assessment (REA), scholarly literature was reviewed to identify existing professional development needs for novice clinical teachers as well as supportive strategies to aid the transition of experienced nurses into teaching practice. The REA included 29 relevant studies. Findings revealed three main professional development needs for novice clinical teachers and key supportive strategies. Based on these findings recommendations for best practices to support and prepare novice clinical teachers are presented.

scholarly journals Investigating Teacher’s Perceptions of Reflective Peer Observation to Promote Professional Development

2020 ◽  
Vol 5 (1) ◽  
pp. 89-93
Author(s):  
Anjar Nur Cholifah ◽  
Abdul Asib ◽  
Suparno Suparno
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Teaching Practice ◽  
Teaching Experience ◽  
Peer Observation ◽  
Teaching Techniques ◽  
Development Tool ◽  
Depth Interview ◽  
Years Of Teaching Experience ◽  
Teacher's Perceptions

Peer observation as one of the reflection tools is viewed as an effective strategy to develop teacher’s professionalism. Furthermore, peer observation in reflective practice refers to the teacher’s act which collaborates with other teachers to identify the strength and the weakness of their teaching. By doing so, it is expected there will be innovation and improvement for better teaching activity after doing an evaluation together.  This study aimed at investigating the teacher’s perceptions of peer observation as one of the reflection tools to promote professional development. The participant of this study was an In-service teacher in one of Senior High Schools in Surakarta who teaches English with 10 years of teaching experience. The data were gained through an in-depth interview followed by interactive model data analysis for qualitative study in analyzing the data. The results indicated that the teacher has positive perceptions of peer observation as a professional development tool. It brought some advantages for the teacher. Peer observation also helped the teacher to solve the problems she encountered in her teaching and could be used as a learning opportunity by observing new teaching techniques/methods/strategies from other teachers. HIGHLIGHTS: Teacher has positive perceptions in implementing peer observation to promote professional development There are limited studies regarding the use of peer observation especially for in-service teacher Peer observation brings some benefits for the teacher to improve her teaching practice

scholarly journals UNRAVELING THE CHALLENGES OF INDONESIAN NOVICE TEACHERS OF ENGLISH

2018 ◽  
Vol 7 (3) ◽  
pp. 621
Author(s):  
Utami Widiati ◽  
Nunung Suryati ◽  
Nur Hayati
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Classroom Management ◽  
Novice Teachers ◽  
Learning Strategies ◽  
Teaching Experience ◽  
Assessment Procedure ◽  
Structured Interviews ◽  
Education Experience ◽  
Years Of Teaching Experience

This paper reports on a study aiming to unravel the challenges that Indonesian novice teachers of English have to cope with, in terms of lesson planning and implementation, classroom management, and professional development. It also inquires into the teachers’ pre-service teacher education experience and support system provided by the school, which might relate to their challenges. The study is a qualitative case study involving eleven English teachers of secondary schools (junior and senior high schools and vocational schools) in Malang areas who have less than five years of teaching experience. Data were collected through open-ended questionnaires followed up with semi-structured interviews as a means to clarify and elaborate what the respondents had written in the questionnaires. The study reveals various challenges faced by these novice teachers, including planning and implementing a lesson based on the 2013 Curriculum, designing and applying motivating learning strategies and assessment procedure that would be applicable to a class of students with a relatively low level of ability, and managing a big class. It concludes with some recommendations to bridge the gap between the pre-service and in-service teacher education and professional development.

scholarly journals The Power of Continuing Professional Development on EFL Teachers’ Creativity

2021 ◽  
Vol 4 (1) ◽  
pp. 1-9
Author(s):  
Fatemeh Mohammadifar ◽  
Mona Tabatabaee-Yazdi
Keyword(s):  
Professional Development ◽  
Significant Relationship ◽  
English Language ◽  
Structural Model ◽  
Continuing Professional Development ◽  
Teaching Experience ◽  
Leading Role ◽  
Significant Difference ◽  
Years Of Teaching Experience ◽  
Efl Teachers

Creativity has played a leading role in education that not only attracts many learners but also teachers. According to Ismail, Desa, and Balakrishnan (2018) creativity is one of the main skills that is extremely noticeable in teaching. Moreover, because of the alteration of generation and expansion of knowledge and technology, the instruction requires creative teachers that can use up-to-date and modern techniques. Within this framework, the researcher tried to investigate any significant relationship between Iranian EFL teachers’ Continuing Professional Development (CPD) and their creativity. To comply with the objective, a total of 210 Iranian EFL teachers took part in this study. For gathering the data two questionnaires were administered through Google Form that shared via social media like Telegram and WhatsApp. The results of correlation analyses revealed that there was a positive significant relationship between Iranian EFL teachers’ CPD and their creativity. Accordingly, this study proposed a structural model to examine CPD factors contributing to EFL teachers’ creativity. Due to the outcome of SEM, collaborating is the best predictor of Iranian EFL teachers’ creativity. Moreover, this study provides evidence that there is no significant difference in the level of Iranian EFL teachers’ creativity between male and female teachers and years of teaching experience. Together these results provide important insights into the significant role of CPD on the teachers’ creativity. These findings provide a potential mechanism for teachers, supervisors, and administrators of English language institutes or schools to elevate teachers’ creativity knowledge, and education by applying beneficial practices and activities of CPD.

Sign in / Sign up

Export Citation Format

Share Document