Teacher Development Strategies on Technology Usage in Line with Educational Technology Standards under the Secondary Educational Service Area Office 3, Thailand
In: PSAKU International Journal of Interdisciplinary Research, Band 8, Heft 2
In: PSAKU International Journal of Interdisciplinary Research, Band 8, Heft 2
SSRN
Working paper
One of the competencies for mathematics teachers that needs to be developed continuously is professional competence. However, even if efforts for developing teachers' competencies have been made formally by the government, it seems still lacking. This study, therefore, aims to develop mathematics teacher professional competencies through an informal development model using social media. This research used a qualitative method, a case study design, involving 19 mathematics teachers from various regions in Indonesia in the informal development process in the range of 2019-2021. The informal approach was carried out using question-and-answer techniques and guided discussions on mathematical problems. From the teacher development processes, 30 mathematics problems and their solutions were collected. As an illustration of this development process, this article presents five problems and their solutions, including solutions for two mathematics problems on conceptual understanding and three mathematics problems on problem-solving. We conclude that this informal approach is fruitful in helping mathematics teachers solve mathematics problems. This study implies that the teacher development process carried out in this study can be used as a model for informal teacher development by other higher education academics in their respective places.
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In: Teacher Development , 16 (3) pp. 285-302. (2012)
The future of Master's-level work in initial teacher education (ITE) in England seems uncertain. Whilst the coalition government has expressed support for Master's-level work, its recent White Paper focuses on teaching skills as the dominant form of professional development. This training discourse is in tension with the view of professional learning advocated by ITE courses that offer Master's credits. Following a survey of the changing perceptions of Master's-level study during a Post Graduate Certificate in Education course by student teachers in four subject groups, this paper highlights how the process of professional learning can have the most impact on how they value studying at a higher level during their early professional development. © 2012 Copyright Teacher Development.
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The nature and extent of foreign languages (FL) have changed in recent years in society and in the educational system. These changes, both in everyday reality and in scientific knowledge, require a rethinking of educational practices in relation to teacher training in FL. This article offers a theoretical review on the multidimensionality, complexity and dynamism of teacher education in FL, establishing perspectives, models and policies. First of all, we approach the concept of language teacher, specifying the particularities of the FL teacher. This is followed by an approach to teacher training, specifying theoretical and methodological positions for FL training. Finally, we advocate the need to review the professional development of FL teachers from the framework of their educational empowerment.
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The COVID-19 pandemic caused significant disruptions to education systems around the world. Many governments responded abruptly, quickly closing schools and transitioning to home learning. This paper explores the impact of extended school closures due to COVID-19 on teaching and student learning in three countries – Lao People's Democratic Republic (Laos), Timor-Leste and Vanuatu. This research extends the Australian Government's Department of Foreign Affairs and Trade (DFAT)'s multi-year Teacher Development Studies, which are commissioned under the Evaluation Analytics Service (EAS). This study series involves the investigation of DFAT-funded teacher development initiatives in Laos, Timor-Leste and Vanuatu to understand the extent to which the investments have improved teaching quality and student learning. In 2021, regular data collection for the study was extended to include COVID-19 impact questions, thereby providing an opportunity to understand a wide range of education stakeholder perspectives on their experience of transitioning and implementing home learning, the impact on teaching practices and student learning, and the level of support teachers were provided during the pandemic.
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Demands to changes of instruction for mathematics classrooms are presented in standards promoted by the National Council of Teachers of Mathematics, Illinois State Board of Education and other government reports creates a demand for teacher professional development to support teachers to adapt to these changes of instruction. The overall purpose of this study investigated characteristics of effective professional development and how those characteristics are associated with teacher job satisfaction and teacher working conditions. With the completion of this dissertation, this study adds to the literature relevant to teacher professional development by demonstrating an association between teacher professional development and teacher working conditions. This non-experimental quantitative study examined 23 lists of characteristics of professional development to provide designers of professional development programs the frequency that specific characteristics were mentioned on the 23 lists. Also, this study administered a Likert scale questionnaire to secondary mathematics teachers to measure the teachers' perception of the three variables: teacher professional development, teacher job satisfaction, and teacher working conditions. The completed questionnaires were used to calculate measures of the three variables and these measures were used to calculate Pearson correlation coefficients. Ultimately, tests of correlations were conducted with the Pearson correlation coefficients to measure the associations between the three variables. Four research questions relating to these associations were created that guided the details of this quantitative study. The results of the data analysis revealed a statistically significant association between teacher professional development and teacher working conditions. Also, the results of a second test of correlation revealed that the association between teacher professional development and teacher job satisfaction was not significant.
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Se ofrece una experiencia pedagógica para docentes en formación o en servicio, en función de la promoción de la justicia social en las nuevas generaciones de educandos. Se muestra cómo mediante un proceso de formación para alcanzar una transición paradigmática y de la cosmovisión en los docentes, es posible rescatar la vocación-función emancipadora de la educación frente a los intentos de cautivarla en beneficio de las fuerzas hegemónicas, económicas y políticas que subyugan en la actualidad al ser humano. This paper presents a pedagogical experience for both undergraduate and in-service teachers, as a way of promoting social justice in new generations of learners. It is shown that, by means of a training process intended to achieve a paradigmatic transition of instructors' worldview, it is possible to rescue the emancipatory vocation-function of education. This contrasts with the attempts of hegemonic, economic and political forces currently alienating human beings.
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In: Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, Band 9, Heft 3
The purpose of this study is to portray and understand the course of teacher educators' careers. To this end, narratives were collected from 11 teachers relating to three periods of their professional lives. The narratives were analyzed using BARTHES' multidimensional method for literary analysis. Findings show that the teachers underwent changes in their perception of themselves, of their role, and of the students, and that they are involved in educational activity and renewal despite being in a late stage of their careers. The explanations for this phenomenon are rooted in the work environment as well as in the teachers' personal traits and biographies, which include changes and success.
It is well known that teachers are the core for improving quality of education, and many countries and international organizations are emphasizing teacher profession development. Teacher professional development has positive influence on students academic achievement, school effectiveness, and hence many countries are implementing policies to promote teacher quality. On the one hand, centralized teacher professional development, because it is direct, relative to educational policy at central level, and sometimes obligated, could contribute to effective teacher development. On the other hand3B however, because centralized system neglects what teachers want and need at the school level, centralized teachers professional development has limitations. The purpose of this study is to identify the limitations of centralized teacher professional development through an analysis of OECD TALIS 2013 results of South Korea. While South Korea is known for strong teaching force, it is also identified to have a centralized teacher professional development system, and this may be deduced to centralized teacher professional development could result in strong teaching force. However, the analytical review of TALIS 2013 results show that while Korean teachers participation in various professional development activities is high, their perceptions on the activities are negative (i.e., perceive as administrative tasks and very little impact on improving teaching and learning). In addition, Korean teachers self-efficacy was found the lowest among the TALIS participating countries, which could be an indication that professional development is not functioning. Based on the findings, this study suggests first, governments need to re-think their top-down teacher professional development policies3B second, teachers need to be more active in their professional development, meaning that teachers need to perceive professional development as their right not as obligation3B and finally, a balanced approach is needed, that is a centralized and ...
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In: Global governance: a review of multilateralism and international organizations, Band 22, Heft 3, S. 409-426
ISSN: 2468-0958, 1075-2846
World Affairs Online
In: Journal of policy analysis and management: the journal of the Association for Public Policy Analysis and Management, Band 39, Heft 2, S. 315-347
ISSN: 1520-6688
AbstractWe examine the dynamic nature of teacher skill development using panel data on principals' subjective performance ratings of teachers. Past research on teacher productivity improvement has focused primarily on one important but narrow measure of performance: teachers' value‐added to student achievement on standardized tests. Unlike value‐added, subjective performance ratings provide detailed information about specific skill dimensions and are available for teachers in non‐tested grades and subjects. Using a within‐teacher returns‐to‐experience framework, we find, on average, large and rapid improvements in teachers' instructional practices throughout their first 10 years on the job as well as substantial differences in improvement rates across individual teachers. We also document that subjective performance ratings contain important information about teacher effectiveness. In the district we study, principals appear to differentiate teacher performance throughout the full distribution instead of just in the tails. Furthermore, prior performance ratings and gains in these ratings provide additional information about teachers' ability to improve test scores that is not captured by prior value‐added scores. Taken together, our study provides new insights on teacher performance improvement and variation in teacher development across instructional skills and individual teachers.
England presents an interesting and complex situation with regards to teacher education and democratic citizenship in relation to other European contexts. These challenges can be encapsulated in the debate over national identity in the midst of Brexit. This chapter will explore how and if fundamental British values accord with the Council of Europe's conceptual model of 20 competences for citizenship and democracy. Discussion of how and whether teacher education in England is able to encourage trainers and trainees to explore identity within the context of Brexit will also be explored. Teacher education in England has become increasingly fragmented and complex in recent years. The government's drive towards more school-centred teacher education and the removal of state schools from local authority control has left a situation where trainees can opt for a range of 'pathways' into school and college teaching. The debate here is whether investigation of citizenship, democracy and identity is in danger of being further marginalised by the pressure to get trainees 'classroom ready'. This chapter will adopt a philosophical approach to the literature, focussing on some key texts in the field to draw out implications for the main concepts and how they are interpreted.
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This study has been carried out using the qualitative method and conversation analysis approach to explore the discourse construction of the democratic and authoritarian status of English teachers in domestic high schools. Under the guidance of theoretical framework proposed by Chen Xingren (2013), two high school English classes from Teaching Video Network are analyzed in terms of question types, lexical characteristics, turn-takings and feedbacks. The results of this study show that in the classroom interactions,Teacher A builds up his democratic identity characteristics, while Teacher B turns up to behave authoritarian identity characteristics. This study analyzes two teachers' conversational strategies in order to yield implications for teacher development as well as help them further understand the way of using conversational strategies to mobilize students' initiative.
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In: Global governance: a review of multilateralism and international organizations, Band 22, Heft 3, S. 409
ISSN: 2468-0958, 1075-2846