Suchergebnisse

As a borderlands' institution, we are developing a mission and vision for our HSI identity in the college of education, as well as in our university. We envision pedagogical practices embedded in our teacher preparation that are context specific to our bilingual, biliterate, and bicultural community; one that not only prepares PTs to effectively teach all students, but also promotes strong values for equity and social justice. For our Latinx PTs, this aim has two purposes: 1) to tailor our educational practices capitalizing on their unique strengths and addressing possible challenges in their professional development, and 2) preparing them to successfully promote their students' academic achievement through rigorous, culturally appropriate and sustainable practices (Paris, 2012). We draw on a growing body of seminal work in Latinx teacher preparation to theorize a set of border pedagogies for our context. These represent specific pedagogies that foster the development of Latinx teachers who are knowledgeable of the appropriate teaching practices for all types of students. Furthermore, we pursue practices that can help our students develop into advocates for social justice, aware of the many social and political forces impacting the schools where they will serve. These specific practices should take into consideration the specific cultural and professional identities of our preservice teachers. As a special interest research group within our college, aiming to develop an HSI identity that is context-based, we engaged in a meta-synthesis of professional literature that includes empirical research and theoretical work about the preparation of Latinx PTs in our border region. We foresee the application of these pedagogies for other regions where Latinx PTs can benefit; and envision furthering our research in the future, to explore metaphorical borders, including Latinx PTs' hybrid transcultural identities outside our geographical border.

The global learning crisis has highlighted the urgent need to improve the quality of education. COVID-19 disruptions have placed even greater focus on the learning improvement agenda, and the need to ensure disadvantaged children are not further left behind. Teacher development, and improving teaching quality, therefore is at the heart of many education systems' policies and programs. This paper presents some of the key considerations for improving teaching across three countries which are being investigated as part of a multi-year teacher development study series. This study series, commissioned by the Australian Government's Department of Foreign Affairs and Trade (DFAT), involves the investigation of teacher development initiatives in Timor-Leste, Vanuatu and Lao People's Democratic Republic (Laos). The overall aim of each study is to investigate: To what extent does the Australian investment produce improved teaching quality and improved student learning?

DOI: 10.3126/bodhi.v2i1.2874 Bodhi Vol.2(1) 2008 p.219-223

Teacher education towards teacher and learner autonomy is an ideological, value-laden choice whose purpose and outcomes need to be continuously scrutinised. The authors present three case studies where pre-service student teacher development practices were investigated, and discuss their value and shortcomings as regards their transformative direction. Our experience shows that criticality and role democratisation are difficult to achieve in this context, and that we need to develop further a scholarship of teacher education, as a way to uncover the forces that impinge upon it and to envision new possibilities that best serve the interests of teacher educators, teachers and ...

The spreading of the Covid-19 pandemic to many countries in the world since December 2019, including Indonesia, has made teaching and learning policies happen online. This creates many challenges, including the career development of teachers, especially in public schools. This must be handled considering that the positions filled with potential are based on the subjectivity of the leadership, and performance in government agencies must be objective and based on results with measurable quantity and quality. Based on the normative juridical study, two conclusions were drawn. First, developing a teaching career during the Covid-19 pandemic requires individual abilities and emotional maturity of above-average levels to make quick, accurate, and accountable decisions. Second, to produce maximum organizational performance, the government must regulate the concept of teacher career development whose quantity and quality are measurable, such as an analysis of strengths, weaknesses, opportunities, and threats (SWOT) and the Quantitative Strategic Planning Matrix (QSPM).

In an attempt to identify ways to develop effective urban teachers, this study examined a grassroots form of teacher development. This year‑long study examined the efforts of a grassroots community based organization creating teachers‑led professional development for teachers. Teachers'ʹ perceptions were explored to understand how this approach to professional development impacted their pedagogy and the ways they believed they were able to more effectively serve their students. Utilizing critical pedagogy and postcolonial theory as analytic frames, this study deconstructed the complex process of teacher development in bi-�weekly inquiry group meetings. The findings from this research suggest that this teacher-�led inquiry group supported participants in developing the critical capacity to make sense of hegemonic discourses as they engaged in humanizing spaces for learning. Findings also reveal that participants leverage this teacher-�led space for learning to build their network of support and create curriculum that honored the lives and communities of Black and Latino students. The participants were a convenience sample of seven educators that voluntarily attended a bi-�monthly teacher-�led inquiry group during the 2012‑2013 school year, worked in public and charter schools in South Los Angeles, and taught across academic disciplines. This qualitative case study drew from ethnographic approaches relying on traditional data collection strategies such as field notes, a review of teachers' curriculum and other artifacts, and teacher interviews.

The Government of Vanuatu is undertaking significant primary education reforms, including major curriculum changes, to improve equitable access to and the quality of education. Since 2016, a new primary education curriculum has been introduced by stages, accompanied by a suite of in-service teacher training. The new curriculum promotes teaching practices that support new pedagogies focused on student-centred learning and community support, language transition and class-based assessment practices. These reforms are being supported by the Australian Government, through its Vanuatu Education Support Program (VESP). The Australian Government's Department of Foreign Affairs and Trade (DFAT) has commissioned a study to investigate how the VESP is making a difference to the Government of Vanuatu's ongoing primary education reforms. This research is part of a multi-year study series undertaken by DFAT's Education Analytics Service to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu. The purpose of this summary is to provide a brief overview of findings and recommendations from the first year (2019) of the Vanuatu study.

This research is based on case studies of seven district teacher development centres (DTDCs) in KwaZulu-Natal province of South Africa. The paper describes the perceptions of selected teachers regarding their professional learning and development experiences at these centres. The purpose of the study was to determine the role the centres play in supporting teachers' learning and development as stipulated in South African government policy. The study employed a qualitative research approach in which semi-structured interviews, observation, document analysis and field notes were used to generate data from six centre managers, two librarians, two ICT specialists and 46 teachers at the centres. Findings from the study indicated that the DTDCs create an ideal opportunity for teachers' professional learning with the presence of space, computer and science laboratories and libraries. However, the study noted that teachers seldom used these resources and used the centres mainly for professional development activities such as workshops and meetings. Our analysis concludes that at present, the centres are not supporting the full vision of the policy, and the potential of DTDCs to enhance teacher learning and development remains largely untapped.

Owing to the changes in economy and politics, the education system in Turkey has been exposed to educational reforms. One of the key elements in implementing the educational reforms into the classroom is the professional development of teachers, which has received a great deal of attention for a long time. Thus, the Ministry of National Education has implemented teacher development meetings and workshops to enhance the qualities of teachers. However, the study of Baran and Çağıltay (2006) reveal that not many teachers have engaged in the teacher development activities willingly since they feel that these activities do not contribute to their professional development. As Yumru (2000) suggests, a sense of ownership rests on the core of professional development of teachers. In this study, it was aimed to explore whether Critical Friends Group (CFG), a kind of teacher development program based on reflective teaching, can contribute to teachers? professional development through creating opportunities for them to share their experiences and dilemmas related to their teaching in collegiality. The researcher acted, as a participant observer, called CFG facilitator and 4 participant teachers were included in this study lasted 8 weeks. The data was collected using diary keeping, the researchers? field notes, questionnaires and semi-structured interviews. The findings revealed that Critical Friends Group programs could contribute to professional development of teachers by enabling teachers to work in collaboratively to improve their professional knowledge and teaching in a supportive and reflective professional community. ; Ekonomi ve siyasetteki değişimler, Türk Eğitim Sistemi'nde birtakım yenilikleri doğurmuştur. Sınıf ortamında eğitime yönelik yenilikleri gerçekleştirmenin temel unsurlarından biri de, uzun zamandır büyük önem verilen bir konu olan öğretmenlerin mesleki gelişimidir. Bu nedenle, Milli Eğitim Bakanlığı öğretmenlerin vasıflarını arttırmak amacıyla öğretmen gelişimine yönelik toplantı ve seminerler düzenlemektedir. Ancak Baran ve Çağıltay'ın (2006) çalışması pek çok öğretmenin bu çalışmaların kişisel mesleki gelişimlerine katkıda bulunmayacağını düşündükleri için öğretmen gelişimi çalışmalarına gönülsüzce katıldığını ortaya çıkarmıştır. Yumru'nun (2000) ileri sürdüğü üzere, öğretmenlerin mesleki gelişiminin temelinde aidiyet duygusu yatmaktadır. Bu çalışmada, Eleştirel Arkadaş Grubu'nun, yansıtıcı öğretimi esas alan bir öğretmen gelişimi programı, öğretmenlerin mesleki gelişimine, onlara meslektaş dayanışması dahilinde tecrübe ve çelişkilerini paylaşabilecekleri bir ortam sunarak, katkıda bulunup bulunamayacağını araştırmak hedeflenmiştir. Araştırmacının Eleştirel Arkadaş Grubu yöneticisi olarak katılımcı gözlemci konumunda bulunduğu 8 hafta süren bu çalışmada, 4 katılımcı yer almıştır. Veriler günlük tutma, araştırmacının saha notları, anketler ve yarı yapılandırılmış görüşmelerle toplanmıştır. Bulgular, Eleştirel Arkadaş Grubu programlarının, öğretmenlerin mesleki gelişimine onlara mesleki bilgilerini arttırma ve aynı zamanda destekleyici ve yansıtıcı bir mesleki ortamda öğretmenlik yapma olanağı sunarak katkıda bulunabildiğini göstermektedir.

The COVID-19 pandemic caused teachers and learners to be removed from their school communities, negatively impacting school culture, and limiting teacher professional development (PD). Online PD programmes emerged to meet these needs. This study investigated how schools implemented teacher PD and mechanisms for teaching and learning during the COVID-19 pandemic. It was necessary to understand the complex interplay between school culture and teacher PD, and Wenger's social learning theory was used to prescribe the empirical prescription. This study examined the influence of school culture on Mathematics and Science teacher development during the COVID-19 pandemic. A qualitative approach was used to compare three independent schools in the same Educational Trust in Gauteng. The empirical findings of this study revealed that the COVID-19 pandemic had a significant influence on the school culture, consequently giving rise to explicit professional learning communities (PLCs), which in turn influenced the teachers' pedagogical repertoires for curriculum delivery during a pandemic. The COVID-19 pandemic highlighted the importance of schools transforming their practices and adapting their school cultures. Results showed that school culture is not static, and individuals had to reflect collectively to develop ideas to transform learning. Schools need to learn from the pandemic, adjust their values, and use their newfound insights and beliefs to work towards a new learning culture. Future research must evaluate unfolding PLC practices, strategies, and implementations during a crisis.