Competence and challenge in professional development: teacher perceptions at different stages of career

Keller-Schneider, Manuela; Zhong, Hua Flora; Yeung, Alexander Seeshing

doi:10.1080/02607476.2019.1708626

Cited by 36 publications

(24 citation statements)

References 30 publications

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“…It provides specific learning needs of students, and manages effectively the classroom setting. Teachers provide experiences and competencies on associative requirements and challenges in various teaching stages, (Keller-Schneider, Zhong, & Yeung, (2020).…”

Section: Discussionmentioning

confidence: 99%

Professional Development System Theory for Quality Education

Mallillin

Laurel

2022

EJES

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The study aims to identify the contribution of the professional development system theory and skills for teachers in the approach of quality education in the area of acquiring knowledge theory skills, standard requirement theory skills, observed model theory skills, implementation theory skills, and effectiveness theory skills, and reflection theory skills. The study employs the descriptive quantitative research method and designs since it identifies the various approaches to the professional development system theory and skills. The convenience sampling method is utilized in the gathering of the population and sampling size of the study. It is the most popular method in the current study where it influences the trustworthiness of the number of sizes in the study to provide better results. The respondents of the study are the professional teachers at the Department of Education (DepEd), and Higher Education Institutions (HEIs) in both private and public institutions. The study comprised ninety (90) respondents only. Results show that most of the respondents are female, belong to the age bracket of 41 years and above, and teaching for 21 years and above, and their highest educational attainment is college graduate where they are qualified to teach. On the other hand, contribution of professional development system in the area of acquiring knowledge theory skills shows to develop knowledge and skills in the simple process and application of learning, and provides skills and knowledge to understand the process of instruction in teaching process, contribution of professional development system in the area of standard requirements theory skills shows that effective teacher skills include a well-organized classroom to avoid distraction in the classroom learning process, and need to develop leadership skills inside or outside the classroom teaching and learning responsibility, contribution of professional development system in the area of observed model theory skills shows that effective communication is essential since it provides the process and ability to listen and focuses on appropriate manner and thoughts of individuals, contribution of professional development system in the area of implementation theory skills shows that it provides students learning and teaching effectively to access and equip continuous opportunity for learning, and promotes opportunities and professional development for the mindset growth and outcome to support the learning process, contribution of professional development system in the area of effectiveness theory skills shows that it adopts effectiveness for professional development standard design and guide in professional learning, and addresses to provide opportunities and needs in the educational setting and collaboration for professional development system, and contribution of professional development system in the area of reflection theory skills shows that it describes tools for teachers to evaluate and observe the learning process and reflects systematic teaching process, recording, collecting, and analyzing the observation and thoughts of teachers. Findings show that there is no significant correlation between the profile of the respondents and the contribution of the professional development system theory and skills for teachers in the approach to quality education. Article visualizations:<img src="/-counters-/edu_01/0222/a.php" alt="Hit counter" />

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Section: Discussionmentioning

confidence: 99%

Professional Development System Theory for Quality Education

Mallillin

Laurel

2022

EJES

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“…A study on Swiss primary school teachers' perceptions of their competence in dealing with job challenges revealed that teachers are expected to meet professional requirements concerning: (1) their role as a teacher, (2) capacity to teach and meet students' specific learning needs, (3) managing the classroom effectively, and (4) cooperating with other professionals within the school (Keller-Schneider et al, 2020). Aligned with the purpose of this paper, the discussion gravitates to the first three concerns.…”

Section: How To Nurture Traits Of An E Ective Teacher?mentioning

confidence: 99%

Conceptualization of head-heart-hands model for developing an effective 21st century teacher

et al. 2022

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Celebrities, athletes and even politicians are frequently identified as role models for most impressionable students. But the reality is, outside of their own home, one of the greatest role models in a student's life is standing in front of the classroom. Teachers are people to look up to and emulate. This paper attempts to discover some of the essential qualities and skills that would help teachers and the students they teach achieve their full potentials, and also some key characteristics that contribute to teachers and instruction effectiveness. This paper also attempts to highlight the features of 3H (Head, Heart and Hands) model in effective instructional approach and theorizes that the 3H attributes in combination with Bloom's Taxonomy will produce effective 21st century teachers. Hence, this article endeavors to create awareness and contribute to the transformation of teachers toward reflective and visionary; confident and competent teachers. After all, effective teachers will inspire their talented students to live up to their full potentials. Effective 21st century teachers are in the best position to shape and equip students with the desired 21st century skills.

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“…Teachers go through developmental stages, which may be labeled differently in different national, cultural, or contextual variations (Keller-Schneider, Zhong, & Yeung, 2020). Taking the change of teachers' attention in their growth as the research object, Fuller put forward the theory of pre-service teachers' professional development stage in the form of questionnaire survey.…”

Section: Literature Reviewmentioning

confidence: 99%

Professional Development of Outstanding Secondary School Physics Teachers—Analysis Based on the Personal Life Histories of Special Class Secondary School Physics Teachers

Sun¹,

Liu²

2022

IES

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Special class secondary school physics teachers represent outstanding secondary school physics teachers in China. This paper analyzes the personal life histories of 13 outstanding secondary school physics teachers. We coded and analyzed the sample materials and summarized the laws of professional development of outstanding secondary school physics teachers. The study shows that cultivating outstanding secondary school physics teachers takes a relatively long time. Their professional development can be divided into five stages: the pre-service learning period, the initial adaptation period, the exploration and skill-developing period, the maturing innovation period, and the excellence and advancement period. Individuals’ own efforts and continuous learning, guidance from master teachers and experts, and support from family and school play an important role in the professional growth of outstanding secondary school physics teachers. Outstanding secondary school physics teachers can apply lifelong learning, do educational research, and develop their own distinctive physics teaching styles.

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Competence and challenge in professional development: teacher perceptions at different stages of career

Cited by 36 publications

References 30 publications

Professional Development System Theory for Quality Education

Professional Development System Theory for Quality Education

Conceptualization of head-heart-hands model for developing an effective 21st century teacher

Professional Development of Outstanding Secondary School Physics Teachers—Analysis Based on the Personal Life Histories of Special Class Secondary School Physics Teachers

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