Teachers’ professional development in school: A review study

Postholm, May Britt

doi:10.1080/2331186x.2018.1522781

Cited by 61 publications

(54 citation statements)

References 80 publications

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“…Educational institutions also need to create an environment to help teachers develop professionally because teachers' professional development contributes significantly to their teaching performance. School administrators can set up formal training and mentoring programs (Timperley, 2011), facilitate informal idea exchanges between teachers (Little, 2012), and create an environment in which administration and other factors enhance teachers' ongoing development (Postholm, 2018). That means the…”

Section: Resultsmentioning

confidence: 99%

The Dogme Approach: A Radical Perspective in Second Language Teaching in the Post-Methods Era

Nguyen

Hung

2020

JLE

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This paper aims to make a critical discussion of Dogme ELT, an innovative pedagogy in English language teaching first developed by Thornbury (2000). This paper first provides a comprehensive review of second language acquisition and pedagogical theories as well as post-methods era perspectives in English language teaching. After that, the authors discuss different aspects of Dogme ELT and figure out the room for Dogme ELT in English language teaching in the post-methods era. Dogme ELT is rooted in a conglomerate of compatible theories in second language learning and teaching. The most noticeable perspective may be that the language teachers should not rely mainly on prescribed coursebooks, but teach design tasks based on learners’ problems and interests. There should be more studies on various aspects of Dogme ELT, although it satisfies most, if not all, basic principles in English language teaching theoretically. The authors also figure out gaps in research and recommendations for English language teachers and learners.

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Section: Resultsmentioning

confidence: 99%

The Dogme Approach: A Radical Perspective in Second Language Teaching in the Post-Methods Era

Nguyen

Hung

2020

JLE

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“…Content factors include (new skills, knowledge, experiences and attitudes). Process factors involves (designing, implementation and assessment of learning activities (Dachi, 2016;Postholm, 2018).…”

Section: Teacher Professional Developmentmentioning

confidence: 99%

Analyzing the Relationship Between Investment and Financial Performance of Industrial Companies Listed on the Amman Financial Market During the Period 2005–2018

2020

JESD

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The study explores professional Development and empowerment among secondary schools teachers. Qualitative approach was employed to gather information on teachers' empowerment, professional development, and factors limiting professional development. The target population was secondary school teachers, Head of Secondary Schools and Educational Officials in Mkuranga District, Pwani region. The study sample size was 52 respondents. Data were collected through in depth interview, questionnaire, non-participant observation, and documentary review. Content analysis was used to analyse data. The study findings show that observation visits and qualification programme were the main types of professional development among teachers. Teachers' empowerment was found in the improvement of classroom teaching, handling of students' matters, self-efficacy, status, and problem solving. Inability in innovative teaching practices was found among teachers. Structural factors such as inadequate support for professional development, inadequate resources, teaching workloads, and cultural factors such as learning culture, collaboration culture, and trust between teachers were some of the constraints to professional development among teachers. The government and Non State actors should support teacher professional development programmes in order to empower teachers and to ensure quality in students' educational achievement and performance.

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“…Kennedy (2005) identifies nine key models that she then classifies according to their ability to maintain professional autonomy and transformative practice for novice teachers. In a study of 43 articles on teacher's professional development for 2016-2017, Postholm (2018 describes the characteristics of teacher professional development in the school and how this development affects the teacher's professional status. Morris and Chance (1997) describe the experience of successful professional development in the school (Memphis, Tennessee), being one of the eleven schools participating in the partnership with University of Memphis.…”

Section: Literature Reviewmentioning

confidence: 99%

School-University Partnership as a Tool for Professional Development of a Novice Teacher

Popova¹,

Ikonnikova²

2020

ARPHA Proceedings

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In the contemporary context, the professional competencies of a novice teacher should be qualitatively different from the standard set of competencies offered by traditional teacher training. Training to become a teacher should be practice-oriented. A graduating student is to possess professional competencies, organizational and tutoring skills. However, credits allocated to teaching internship are not sufficient to shape a teacher of new generation with the above competencies. It is necessary to take into account the fact that modern parents are extremely demanding on the quality of educational services and expect school to be staffed with highly qualified and experienced specialists. Therefore, university should take control of the professional development of a young teacher and simulate the conditions for professional growth of students as part of the school-university partnership, which becomes a platform for further professional growth. The aim of the research is to summarize the experience of school-university partnership between state educational institutions which was held in the period 2018-2020. The authors share the results of professional formation and development of practical skills and abilities of future teachers.

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Teachers’ professional development in school: A review study

Cited by 61 publications

References 80 publications

The Dogme Approach: A Radical Perspective in Second Language Teaching in the Post-Methods Era

The Dogme Approach: A Radical Perspective in Second Language Teaching in the Post-Methods Era

Analyzing the Relationship Between Investment and Financial Performance of Industrial Companies Listed on the Amman Financial Market During the Period 2005–2018

School-University Partnership as a Tool for Professional Development of a Novice Teacher

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