The Career Cycle and the Second Stage of Teaching: Implications for Policy and Professional Development

Eros, John

doi:10.1080/10632913.2011.546683

Cited by 59 publications

(51 citation statements)

References 11 publications

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“…As a result, sustaining and improving the professional development as well as work engagement and employability among teachers (Van der Heijde and Van der Heijden, 2006) during the whole length of their careers has become an important issue on the agenda of many educational institutions including the Dutch Ministry of Education (Commissie Leraren, 2007). Another factor underlying the development described above has been a lack of opportunities for professional development, which is a major reason why valuable and experienced teachers leave the sector (Eros, 2011). In addition, the Dutch education sector will soon be facing severe teacher shortages, in terms of both quantity and quality, due to the aging of the existing pool of teachers and the fact that many experienced teachers are due to retire soon (Beier et al, 2012;Commissie Leraren, 2007).…”

Section: Introductionmentioning

confidence: 99%

Tailoring professional development for teachers in primary education

Heijden

Vuuren²,

Kooij

et al. 2015

Journal of Managerial Psychology

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Tailoring professional development for teachers in primary education: The role of age and proactive personality Béatrice I.J.M. Van der Heijden Tinka C. V. Van Vuuren Dorien T.A.M. Kooij Annet H. de Lange Article information: To cite this document: Béatrice I.J.M. Van der Heijden Tinka C. V. Van Vuuren Dorien T.If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -The aim of this survey study among N ¼ 180 Dutch teachers was to examine the moderating role of calendar age and proactive personality in the relationships between developmental opportunities, on the one hand, and work engagement and self-perceived employability, on the other. The paper aims to discuss these issues. Design/methodology/approach -Hierarchical regression analyses have been used, illustrated by means of quotesgathered through open questions in the surveyto support the quantitative findings. Findings -A significant interaction effect between calendar age and developmental opportunities in relation to self-perceived employability, but not to work engagement, has been found, revealing stronger positive effects for developmental opportunities among older workers than among younger ones.Research limitations/implications -The present study provides a starting-point for further research on professional development in other occupational settings. Practical implications -The use of age-conscious developmental opportunities is a powerful tool in encouraging life-long learning. Social implications -Improvement in teachers' engagement and employability will enhance their performance, will consequently lead to better pupil performance, and will contribute to the wider status of the profession, meaning that more young talented people will seriously consider working in the field and thereby helping to address the urgent need for more teaching staff.Originality/value -This study increases the knowledge of professional development among teachers and examines to what extent age and proactivity play a role in this regard. The results of the empirical work challenge dominant views on age-related declines and losses, and invite the authors to continue scholarly work in this field focussing upon long-term intra-individual development.

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Section: Introductionmentioning

confidence: 99%

Tailoring professional development for teachers in primary education

Heijden

Vuuren²,

Kooij

et al. 2015

Journal of Managerial Psychology

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“…Professional development (PD) can help provide career-long growth for teachers (Eros, 2011). PD in education can take the form of workshops, study groups, mentoring experiences, teacher observations, and college coursework, among others (Choy, Chen, & Bugarin, 2006;Darling-Hammond, Wei, Andree, Richardson, & Orphanos, 2009;Garet, Porter, Desimone, Birman, & Yoon, 2001).…”

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confidence: 99%

Introducing Social Emotional Learning to Music Education Professional Development

Edgar

2013

Update: Applications of Research in Music Education

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There are more knowledge bases, skills, and dispositions that teachers need to have than can be covered in undergraduate music teacher education. One knowledge base that music teachers could benefit from, which is rarely covered in preservice teacher education, is social emotional learning (SEL) and techniques to implement it in their classrooms. Professional development (PD) can help provide career-long growth. The purpose of this article is to review literature on PD in relation to SEL techniques for music educators. Following an explanation of SEL, literature will be discussed in the areas of: (a) PD for teaching SEL techniques; (b) PD in general education, divided into subtopics of evaluation and effectiveness, reflective teaching as a PD experience, and collaboration as a PD experience; and (c) PD in music education. Implications and suggestions for SEL PD for music educators conclude this article.

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“…This finding may speak in favor of many experts' opinions that professional development should be personalized. Various reasons may cause that; however, the one that is mentioned more frequently is the fact that at different stages of their careers teachers may have different learning needs (Eros, 2011).…”

Section: Results In Need Of Improvementmentioning

confidence: 99%

Impact of a Professional Development Program on EFL Teachers’ Performance

Novozhenina

Pinzón²

2018

HOW

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This article gives an account of a project aimed at improving the teaching practice and selfreflection of English as a foreign language teachers in Manizales (Colombia) by means of a professional development program. At the initial stage, surveys, class observations, and documentary analysis allowed the researchers to identify teachers' professional needs, as well as the areas that needed improvement. During the action stage, class observations, informal chats, and a survey were used in order to reveal the impact of the professional development program. Findings demonstrated that although the program initiated some slight changes in teachers' performance and reflection, it still left space for more training and improvement.

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The Career Cycle and the Second Stage of Teaching: Implications for Policy and Professional Development

Cited by 59 publications

References 11 publications

Tailoring professional development for teachers in primary education

Tailoring professional development for teachers in primary education

Introducing Social Emotional Learning to Music Education Professional Development

Impact of a Professional Development Program on EFL Teachers’ Performance

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