The Model of Unification and the Model of Diversification of Public School Teachers’ Continuing Professional Development in Great Britain, Canada and the USA

Mukan, Nataliya; Myskiv, Iryna; Kravets, Svitlana

doi:10.1515/rpp-2016-0001

Cited by 2 publications

(1 citation statement)

References 10 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The existing body of research on continuous pedagogical education suggests that the problem of teacher professional development in different countries is the research subject of a range of scholars (Opfer & Pedder, 2011;Skilbeck & Connell, 2004;Villegas-Reimers, 2003;Day & Sachs, 2009;Desimone, 2011). There is a growing body of literature that highlights the methodology of CPD research (Mukan & Kravets, 2015;Mukan, Myskiv & Kravets, 2016b). More recent attention has focused on the improvement of professional development programmes (Murray, Mitchell & Dobbins, 1998;Saunders, 2014).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Teachers’ Continuous Professional Development: Australian Experience

Mukan¹,

Yaremko²,

Kozlovskiy³

et al. 2019

Self Cite

View full text Add to dashboard Cite

Despite an extensive body of research the issues of teachers' continuous professional development are of particular importance for modern pedagogical theory and practice. The article outlines the features of public school teachers' professional development in Australia. The study employed a range of theoretical and applied research methods, namely comparative and historical, induction and deduction, logical, analytical, descriptive and statistical as well as questionnaires and interviews. The article specifies the functions of teacher professional development, its elements and components. It analyses the legislative basis and the genesis of Australian teachers' professional development standards. The article identifies the specificities of teacher professional development implementation in Australia. The results show that teacher professional development is a continuous process of deepening knowledge, improving skills and competencies, forming values and attitudes. The methods helped in revealing the interconnection between continuous professional development and educational reforms, the forms, models and methods of CPD of Australian and Ukrainian teachers. The results of the survey showed the potential for the system of Ukrainian continuous teacher education development and the possibilities of Australian experience adaptation taking into account our rich educational traditions.

show abstract

Section: Conceptual Frameworkmentioning

confidence: 99%

Teachers’ Continuous Professional Development: Australian Experience

Mukan¹,

Yaremko²,

Kozlovskiy³

et al. 2019

Self Cite

View full text Add to dashboard Cite

show abstract

Spirituality and Religion as Cultural Influences in Andragogy

Duthely

Nunn

Avella

2019

Multicultural Andragogy for Transformative Learning

View full text Add to dashboard Cite

Spirituality and religion are important considerations for the adult learner, because with adulthood comes an increased identification with spirituality. In this chapter, the authors outline key theories and concepts related to spirituality and religion in adult learning, or andragogy. Transformative learning, reflective learning, and whole-person or experiential learning are described within the context of their relatedness to spirituality/religion in andragogy. A separate section on lifelong learning, an extension of adult learning, and multiculturalism, a social realty, are explored. Moving from the theoretical to the practical application of spirituality/religion in andragogy, several examples and worldviews of spirituality/religion outside of the Western, Judeo-Christian perspective are included, as well. Practical considerations are given for learners, instructors, and researchers on secular approaches to cultivating traits and qualities that correspond to an individual's spiritual dimension, feeling of connectedness, and overall wellbeing.

show abstract

The Model of Unification and the Model of Diversification of Public School Teachers’ Continuing Professional Development in Great Britain, Canada and the USA

Abstract: In the article the theoretical framework of public school teachers' continuing professional development (CPD)

Cited by 2 publications

References 10 publications

Teachers’ Continuous Professional Development: Australian Experience

Teachers’ Continuous Professional Development: Australian Experience

Spirituality and Religion as Cultural Influences in Andragogy

Contact Info

Product

Resources

About