Leveraging Psychosocial Interventions to Motivate Instructor Participation in Teaching Professional Development

Limeri, Lisa B.; Musgrove, Miranda M. Chen; Henry, Meredith A.; Schussler, Elisabeth E.

doi:10.1187/cbe.19-11-0236

Cited by 7 publications

(5 citation statements)

References 87 publications

(287 reference statements)

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“…The study examined whether participants understood the concepts of career development and psychosocial support. The findings of the study revealed that most of the participants were able to distinguish between career development and psychosocial support roles of mentors, although some participants were not clear on the meaning of the two concepts (Limeri et al 2020).The findings were similar to those of Hudson (2017) and Matsko et al 2020).This was shown by participants' request for explanation of the concepts of career development and psychosocial support. The majority of them were able to identify career development as the assistance given to the trainee teacher by the mentor during teaching practice in order to accomplish his/her role of teaching the learners.…”

Section: Discussionmentioning

confidence: 72%

“…Most teacher education programmes include different components like general education, subject matter studies, foundation of education studies, method studies, and field experience-which is commonly known as teaching practice (Chernikova et al 2020). It is through teaching practice that trainee teachers, supported by mentors, experience the normal classroom situation (Dunn and Doolittle 2020;Limeri et al 2020). This paper examines mentors' practices in facilitating career development and providing psychosocial support to trainee teachers during teaching practice.…”

Section: Introductionmentioning

confidence: 99%

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2021

JSS

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Facilitation of career development and provision of psychosocial support to trainee teachers during teaching practice can be a challenge. The interpretive paradigm and the qualitative approach and case study research design were employed in this study. Purposive sampling was used to select 27 participants which included 6 mentors, 15 trainee teachers and 5 college lecturers. Data were obtained through face to face interviews, focus group discussions and document analysis. The study revealed that mentors performed both career development and psychosocial support roles during teaching practice. It emerged that there was lack of qualified school mentors resulting in inadequate provision of career development and psychosocial support. The participants indicated that, mentors and trainee teachers encountered various challenges which hindered the effectiveness of the mentorship programme including financial constraints. The study also recommended a mentorship policy that fuses global and national trends and considering alternative mentorship models from secondary teacher-training colleges in Zimbabwe.

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Section: Discussionmentioning

confidence: 72%

Section: Introductionmentioning

confidence: 99%

Untitled

2021

JSS

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“…Regardless of research findings, madrasa teachers' gender and teaching duration affect development of professional teaching, but all, teachers in all four experience groups have positive possibilities [15], [45]- [48]. An important part of the literature considers the skill of professional teaching, which has long been very useful if only because of its positive influence on understanding of madrasa professional teaching materials.…”

Section: Discussionmentioning

confidence: 94%

Madrasa teacher professionalism: Effects of gender and teaching experience in learning

Tambak

Ahmad²,

Amril³

et al. 2022

IJERE

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<span lang="EN-US">Developing professional madrasa teachers are increasingly popular in the classroom, but of these teachers, mixed results (without clear reasons) are reported. This article addresses the impact of gender and teaching experience (duration) on developing professional madrasa teachers, using the two factors as references. Research with a questionnaire was conducted in 75 public and private Aliyah Madrasas, with data collected from 325 teachers. Data analysis is differentiated based on madrasa teachers’ type (public or private), gender, and teaching experience in the competencies assessed. Results showed that developing professional teachers’ proficiency is low and related to gender, that males perceive themselves more highly developed professionally than females, and that even teaching experience does not necessarily ensure development of professional competence and implementation in the classroom. The development of professional madrasa teachers with more than 30 years’ experience is less proficient than that of teachers with experience from 21–30, 10–20, and <10 years. However, the significant relationship between gender and professional development of madrasa teachers who have taught for more than 30 years is revealed: the development of male madrasa teachers who have taught for more than 30 years is less proficient than that of females. Reasons behind this difference must be examined and competencies differentiated to improve development of professional madrasa teachers’ professionalism.</span>

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“…Regardless of the research findings, the merger of madrasah teacher teaching time developing of professional teaching and, above all, teachers who certified less than 5 years, 5-10 years and teachers who certified above 10 years, have positive possibilities (Jurkowski & Müller, 2018;Limeri et al, 2020;Grise-Owens et al, 2018;Alt, 2018). An important part of the literature considers the skill of the developing of teacher professional teaching which has long been very useful teaching, if only because of its positive influence on the understanding of madrasah teacher professional teaching materials.…”

Section: E Discussionmentioning

confidence: 96%

Professional Madrasah Teachers in Teaching: The Influence of Gender and the Length of Certification of Madrasah Teachers

Tambak

Mahfud

Latipah

et al. 2021

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Developing professional madrasah teachers are increasingly popular in the teaching classrooms. But regarding developing professional madrasah teacher accuracy in teaching, mixed results are reported without clear reasons for this. This article addresses the impact of gender and length of certification on developing professional madrasah teacher accuracy in teaching classrooms. To develop the accuracy of the developing professional madrasah teacher, madrasah teacher length of certification and gender are used as a reference. A research project, which deals with the developing professional teacher in madrasah teachers using questionnaires, was carried out in two types of Madrasah Aliyah (public and private madrasah) at seventy-five madrasahs. Data from 325 madrasah teachers were collected and involved in this research. This analysis is differentiated based on the level, gender, and level of the length of certification of madrasah teachers in the developing professional teacher competencies being assessed. The results show that the accuracy of the developing professional teacher is low and is related to the gender of the madrasah teacher, that men perceive themselves to be higher in the developing professional teacher than women, and that even length of certification analysis with developing professional competence and implementation in the classroom. Madrasah teacher length certification more than 10 years are higher than teachers who certified between 5-10 years and more accurate than teachers who certified less than 5 years with the ability to developing professional madrasah teacher that is low. It is necessary to examine the reasons behind this difference and to look for steps to improve the accuracy of the developing professional madrasah teacher.

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Leveraging Psychosocial Interventions to Motivate Instructor Participation in Teaching Professional Development

Cited by 7 publications

References 87 publications

Untitled

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Madrasa teacher professionalism: Effects of gender and teaching experience in learning

Professional Madrasah Teachers in Teaching: The Influence of Gender and the Length of Certification of Madrasah Teachers

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