A new framework for teachers’ professional development

Sancar, Raziye; Atal, Deniz; Deryakulu, Deniz

doi:10.1016/j.tate.2021.103305

Cited by 175 publications

(150 citation statements)

References 82 publications

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“…Working out effective measures of improving economic and normative regulations of teachers' work should be based on the analysis of features which characterize the quality of teaching staff. Effective measures of organizing working conditions for teachers are of great importance for improving the quality of education (Sancar, Atal & Deryakulu, 2021).…”

Section: Introductionmentioning

confidence: 99%

Professional Training and Professional Deficits of Teachers: a comparative study

Utemov¹

2022

VII International Forum on Teacher Education

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Teachers with similar qualification, experience and other professional characteristics still may teach their pupils with quite different results. It is supposed that there are some connections between the results of teaching and the measures of improving professional conditions of teachers. The aim of the research is to analyze the indices which characterize the quality of teaching staff in order to offer the measures which could help to improve economic and normative regulations of additional training and professional development of teachers. The data analysis is based on the conception of the third Teaching and Learning International Survey. The research was done in 2019-2021 in the Kirov region (a region of the Russian Federation). The work of 1146 teachers from city and village schools was considered in the research. Data collection by means of a questionnaire-based survey of teachers is the leading method of the research. The main need of teachers' professional development is connected with individual teaching, with the issues of individual education of pupils with special needs and with using digital technologies at work. The share of teachers with the basic education on the subject taught by them is 65% in city schools and 51% in village schools. The main trends of developing school education are considered lessening the "bureaucracy" load on teachers by means of taking on additional staff, as well as special support of pupils with special needs and investments in digital technologies.

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Section: Introductionmentioning

confidence: 99%

Professional Training and Professional Deficits of Teachers: a comparative study

Utemov¹

2022

VII International Forum on Teacher Education

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“…According to the above study, trained teachers promoted significantly better academic self-concepts in their students and reports from the students confirmed that they enjoyed the session more when taught by a professional teacher. In line with the above study, teachers who care less about how their behavior affect their students could be termed untrained, hence needing a professional development [23][24][25].…”

Section: Professional Developmentmentioning

confidence: 99%

Exploring the Teacher Behaviors that Influence High School Student’s Class Participation in the UAE

Ajayi

Proff

2021

IJBMR

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Teachers are entrusted with the responsibility of ensuring teaching and learning takes place in the classroom; several challenges exist, however, that influence the degree to which teachers may find success in teaching and learning. This phenomenological case-study explored the perceptions of six high school science teachers concerning the teacher behaviors that influence high school student’s classroom participation within the Emirati private educational system. Semi-structured interviews were conducted with purposefully sampled participants; data was analyzed via content analysis, which employed utilized multiple stages of coding: open, axial, and thematic. The findings of this research resulted in three main themes: (1) Teachers who model positive behaviors increase student’s classroom participation; (2) An empathetic understanding of teachers-needs would lead to more effective teacher support; and (3) Field experience coupled with effective support facilitates positive perceptions of student-teacher relationship. The findings of this research indicate a strong need for active teacher-coaching and teacher-mentoring, rather than passive, primarily rote, teacher training programs that are common in schools as the primary form of professional development. It also demonstrates the need for school leaders and teachers to foster meaningful, positive relationships with students so as to improve performance. This research paper further contributes to closing the literature gap on Student-Teacher (S-T) relationships by providing new knowledge concerning the lived-experiences of high school science teachers in fostering meaningful S-T relationships.

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“…Markova, V.A. Slastenin et al (Klimov, 2004;Mitina, 2010;Sancar et al, 2021). However, the existing research does not fully reveal the aspect of changing, complicating the goals, orientation, and content of the research activity of the teacher in the process of his gradual professional and personal development.…”

Section: Problem Statementmentioning

confidence: 99%

Research Activities In Professional And Personal Development Of A Teacher

Shabalina¹

2021

European Proceedings of Social and Behavioural Sciences

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The article discusses the actual problem of the research activity development of teachers caused by modern trends of social development and justified in scientific research, which is a condition for increasing the competitiveness of representatives of all professions. It is proved that only a teacher who has a high level of research activity can teach a person to independently formulate problems, search for new ideas and solutions, and instill self-education skills. The structural-functional analysis of professional and teaching activities allowed us to identify the scientific-research component in its composition, which assumes that pedagogical activity is of a research nature, if it is aimed at improving this activity, improving the quality of the results obtained. The process of professional and personal development of a teacher is a sequence of interrelated and successive time stages that begin with the emergence of professional intentions in the individual and end with the teacher's self-realization in professional work. Based on the theoretical research analysis, the development process correlation of research activities with the stages of professional and personal development of the teacher is carried out. The generalization of the existing experience made it possible for each of the seven identified stages of professional and personal development of the teacher to formulate the tasks and orientation of the teacher's research activities. The presented characteristics reveal the tendency of complication, improvement of research activity from stage to stage and prove its development in correlation with the stages of professional and personal development of the teacher.

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A new framework for teachers’ professional development

Cited by 175 publications

References 82 publications

Professional Training and Professional Deficits of Teachers: a comparative study

Professional Training and Professional Deficits of Teachers: a comparative study

Exploring the Teacher Behaviors that Influence High School Student’s Class Participation in the UAE

Research Activities In Professional And Personal Development Of A Teacher

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