Teachers’ Professional Development Model for Effective Teaching and Learning in Schools: What Works Best for Teachers?

Ravhuhali, Fhatuwani; Mashau, Takalani Samuel; Kutame, Azwidohwi Philip; Mutshaeni, Humbulani Nancy

doi:10.1080/09751122.2015.11890375

Cited by 7 publications

(6 citation statements)

References 2 publications

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“…Various studies have been carried out to develop professional development models based on scientific and technological developments in the historical process aimed at meeting the professional development needs of teachers (Sparks & Loucks-Horsley, 1989;Loucks-Horsley & Stiegelbauer, 1991;Fretz et al, 1993;Lawler & King 2000) However, the traditional professional development model is generally applied in the field of teacher training (Ravhuhali, Mashau, Kutame, & Mutshaeni, 2015). Seminars, workshops and short-term training activities are at the heart of the traditional professional development models.…”

Section: Literature Reviewmentioning

confidence: 99%

Teachers’ Professional Development Needs: A Q Method Analysis

Yenen

Yöntem

2020

Discourse and Communication for Sustainable Education

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This study aims to determine the professional development needs of teachers working in different subject domains. In this context, the sample of this study was 35 teachers working in state schools in Cappadocia provinces of Turkey. Q method analysis which includes qualitative and quantitative processes is used in this study. The professional development needs of the teachers is discussed under four main themes; instructional development, scientific field development, personal development, and organizational development and 14 sub-dimensions related to these themes. The data collection instrument of the study consisted of a total of 36 Q items regarding the professional development needs of teachers. The findings of the study show that the most needed professional development areas of the teachers were special education, scientific research methods, and participation in the projects and related professional activities. It was determined that some of the participants needed professional development in the areas of instructional technologies, material development, student participation, assessment and evaluation, and teamwork skills.

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Section: Literature Reviewmentioning

confidence: 99%

Teachers’ Professional Development Needs: A Q Method Analysis

Yenen

Yöntem

2020

Discourse and Communication for Sustainable Education

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“…Numerous scholars have provided strong support for the proposition that the development of models represents a viable pathway for augmenting the professional development of teachers (e.g., Anchunda, 2021;Çetin & Bayrakc, 2017;Chimplee, Jiraro, & Lila, 2017;García-Rico, Martínez-Muñoz, Santos-Pastor, & Chiva-Bartoll, 2021;Ravhuhali, Mashau, Kutame, & Mutshaeni, 2015). Anchunda (2021) introduced a teacher development approach that focuses on coaching and Professional Learning Communities (PLCs) to increase the teaching skills of foreign educators in the Thai environment.…”

Section: Previous Studiesmentioning

confidence: 99%

“…The study aimed to shed light on the effectiveness of novel pedagogies that are in line with current educational requirements. Ravhuhali et al (2015) conducted a comprehensive examination of different models pertaining to professional development for teachers, with the aim of enhancing teaching and learning outcomes. The research conducted by the authors provided valuable insights into the various tactics that can effectively enhance teaching efficacy and yield beneficial outcomes.…”

Section: Previous Studiesmentioning

confidence: 99%

Developing a Model to Enhance Junior High School Teacher 21st Century Learning Management Competencies

Sihawong,

Phusee-orn

2023

JEL

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This study pursues a comprehensive tripartite agenda: firstly, to investigate the essential requisites for formulating a model geared towards augmenting teachers’ 21st century learning management competencies; secondly, to design a tailored model aligned with these competencies; and thirdly, to scrutinize the tangible impact of model implementation. Employing a multi-phased approach involving meticulous need analysis, model development, and real-world implementation, this study navigated a dynamic educational landscape. Phase 1 involved 353 participants, collectively shaping the foundation for subsequent phases. Phase 2 harnessed the expertise of five seasoned educators and scholars to collaboratively refine and assess the model. Phase 3 expanded the scope to encompass 24 junior high school teachers and 36 educational stakeholders, further validating the model’s utility. The outcomes highlight a model encompassing curriculum development, learner-centered active learning strategies, media and technology integration, authentic learning assessment, and conducting research for learner development. This comprehensive model was fashioned as a dynamic workshop, integrating face-to-face training, coaching training, and online modules, thereby catering to diverse learning preferences. Remarkably, the model’s implementation elicited substantial benefits: significant enhancements were observed in teachers’ 21st century learning management skills, while students’ 21st century skills also experienced discernible progress. Notably, the model’s overall quality, rigorously evaluated through the CIPPIEST model, reaffirms its excellence and potential for sustainable educational advancement.

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“…Berikut diuraikan problematika kompetensi pedagogik guru yang terkait dengan kompetensi inti dari kompetensi pedagogik guru. Menurut Hoesny & Darmayanti (2021); Ravhuhali et al (2017), melaporkan bahwa beberapa problematika kompetensi yaitu kurangnya kemampuan guru dalam mempersiapkan dan mendesain proses pembelajaran dengan baik. Pembelajaran yang dilaksanakan pada umumnya didasarkan pada materi dan bukan pada tujuan pembelajaran.…”

Section: Hasil Dan Pembahasan Problematika Kompetensi Pedagogik Guru ...unclassified

“…Berdasarkan uraian problematika di atas, beberapa alternative solusi yang dapat dilakukan sebagai upaya perbaikan Menurut (Hoesny & Darmayanti, 2021;Ravhuhali et al, 2017), problematika kompetensi guru dapat diatasi dengan 2 cara yaitu melalui perbaikan sistem pembelajaran perguruan tinggi khususnya LPTK (Lembaga Penyedia Tenaga Kependidikan), serta mengadakan diklat (pendidikan dan pelatihan) yang sesuai dengan kebutuhan para guru. LPTK (Lembaga Penyedia Tenaga Kependidikan) sebaiknya menerapkan kurikulum yang mampu menghasilkan lulusan sesuai kebutuhan dunia pendidikan.…”

Section: Alternatif Solusi Untuk Mengatasi Problematika Kompetensi Gu...unclassified

Problematika Kompetensi Pedagogik Guru dalam Pembelajaran

Sele

Sila

2022

Biocaster j. kaji. bosbiol.

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The teacher is a party that has great responsibility in achieving learning goals. One of the competencies that must be possessed by teachers is pedagogical competence. This research was conducted with the aim of uncovering the problems of teacher pedagogical competence in learning, as well as alternative solutions that can be done to overcome these problems. The method used in this research is literature analysis. The literature is a scientific article that discusses the problems of teacher pedagogical competence. The results of the study show that the problem of teacher pedagogic competence is the lack of the teacher's ability to plan, implement and evaluate the learning that is carried out. Planning, implementation and evaluation are related to all aspects of learning, be it objectives, materials, methods or evaluation. Alternative solutions that can be implemented are increasing teacher awareness of the importance of self-motivation, maximizing the function of the LPTK (Educational Personnel Providing Institution) in preparing competent teacher candidates and maximizing the function of teacher competency development programs.

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Teachers’ Professional Development Model for Effective Teaching and Learning in Schools: What Works Best for Teachers?

Cited by 7 publications

References 2 publications

Teachers’ Professional Development Needs: A Q Method Analysis

Teachers’ Professional Development Needs: A Q Method Analysis

Developing a Model to Enhance Junior High School Teacher 21st Century Learning Management Competencies

Problematika Kompetensi Pedagogik Guru dalam Pembelajaran

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