Pathways that Converge in Teacher Professional Development: Are they present in Spain?

Martín, Elena

doi:10.25115/psye.v7i3.525

Cited by 8 publications

(4 citation statements)

References 23 publications

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“…Second, using the identified axes of teacher change as a framework, Martín discusses the situation of teacher PD in Spain. This analysis depicts a rather heartbreaking landscape, with important limitations with regards to both the specific PD activities offered to teachers and the underlying teacher PD model (Martín, 2015).…”

Section: Spainmentioning

confidence: 99%

Teacher Professional Development: International Perspectives and Approaches

Bautista¹,

Ortega-Ruíz²

2017

PSYE

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Nations around the world are currently embarked in deep reforms of their education systems. There is widespread agreement among policymakers, scholars, and educators that one of the keys for success during these reforms is promoting the professional development (PD) of in-service teachers. Every year, governments invest astronomical amounts of money on teacher continuous learning. However, the literature shows that much of the PD offered to teachers is inefficient, having small or no effect on teaching practices and/or student learning. This monograph describes the perspectives and approaches to teacher PD of five nations heavily committed to research and/or practice in this field. Understanding how PD is structured in these nations may guide others in designing more favorable learning opportunities for their teachers. The article from United States provides a general framework regarding the features of high-quality PD and offers examples of recent effective initiatives. The four following articles describe the PD models of Australia, Hong Kong, Finland, and Singapore, among the highest-achievers in education presently. Because teacher continuous learning is a high priority in these nations, strong infrastructures for high-quality PD have been built to meet teachers' needs and interests. The monograph closes with a contribution from Spain, the country where the journal Psychology, Society and Education is edited. The author discusses the five prior articles and reflects on how the ideas presented could improve the PD currently offered to teachers in other nations, particularly Spain.

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Section: Spainmentioning

confidence: 99%

Teacher Professional Development: International Perspectives and Approaches

Bautista¹,

Ortega-Ruíz²

2017

PSYE

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“…It can come in a variety of ways, from team shadowing to peer coaching. It is a tool that is gradually rising in popularity (Martin, 2015). The CPD cycle is depicted in the figure 1.…”

Section: Continuous Professional Developmentmentioning

confidence: 99%

Perception of the Continuous Professional Development Programs among Secondary School Heads and Teachers of Biology in Gicumbi, Rwanda

Nunguye,

Nsabayezu,

Mbonyuburyo

et al. 2023

EAJESS

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The purpose of this study was to find out how teachers felt about Continuing Professional Development in biology. This study used the descriptive research design. The population used in this study was 133 individuals including 73 O’Level biology teachers and 60 school head teachers. The sample size for the study was 100 persons selected randomly. Data gathered through questionnaire and an interview. Descriptive statistics was used to analyze the quantitative data while the thematic technique was used to analyze the qualitative data. The results showed that teachers had positive attitude toward CPD since it had aided in their professional development and it improved the academic performance of their students. It is suggested that more training opportunities be provided to support teachers’ professional development. By removing barriers to participation and providing financial support, CPD programs will have a greater impact on the professional development of biology educators.

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“…Thus, ITPD opportunities should allow PSTs to grow as professionals by reflecting on their practices at schools [52]. In contrast with teacher professional development programs, during the practicum, PSTs do not need to confront chosen realities, which means that they select neither strategies to improve nor content to learn because they still do not know the impact of their teaching at this point of their professional careers [53].…”

Section: The Role Of Practicum In the Itpd To Study The Relationship ...mentioning

confidence: 99%

The Impact of Perceived Self-Efficacy and Satisfaction on Preservice Teachers’ Well-Being during the Practicum Experience

2022

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Teachers’ psychological and social well-being has become a relevant concern for the educational community. Specifically, damage to it affects preservice teachers (PSTs) when confronting educational challenges during their initial teacher education. PSTs’ well-being is related to self-perceptions of professional worth, which impacts their emotional states, actions, and beliefs. Perceived self-efficacy is a well-known indicator to measure these self-perceptions, allowing us to explore PSTs’ valuation of their competence during experiential opportunities for professional development. The practicum is considered for investigating perceived self-efficacy predictors, since direct professional performance can be observed. This context also allows the exploration of their satisfaction with their competence development and the training environment. This study analyzes PSTs’ perceived self-efficacy predictors and job satisfaction during practicum experiences. A mixed methodological design was selected with 258 PSTs participating in the quantitative part and nine PSTs in the qualitative part. Descriptive, correlational, and inferential statistical analyses and two focus group sessions were conducted. The findings show changes in perceived self-efficacy are generated by social interactions and mastery experiences. Changes in perceived self-efficacy, satisfaction with one’s competence, and the school environment are related significantly. Our conclusions highlight the role of mentoring during the practicum in caring for PSTs’ self-perceptions and improving their satisfaction with the experience. The importance of caring for well-being to avoid stressful situations during the first training stages and prevent burnout in teachers in service is considered. Research implications in the lines proposed are further discussed.

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Pathways that Converge in Teacher Professional Development: Are they present in Spain?

Cited by 8 publications

References 23 publications

Teacher Professional Development: International Perspectives and Approaches

Teacher Professional Development: International Perspectives and Approaches

Perception of the Continuous Professional Development Programs among Secondary School Heads and Teachers of Biology in Gicumbi, Rwanda

The Impact of Perceived Self-Efficacy and Satisfaction on Preservice Teachers’ Well-Being during the Practicum Experience

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