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Teachers as Reflective Learners: Teacher Perception of Professional Development in the Context of Azerbaijan’s Curriculum Reform

Вопросы образования, 2016
This paper builds off current research trends on teacher professional development in Eurasian countries, including the diversification of teacher training, opportunities for teacher professional networking, and developing collaborative community culture ...
Ulviyya Mikayilova, Elmina Kazimzade
doaj   +1 more source

mLearning: the classroom in your pocket? [PDF]

, 2006
This paper reports the findings of a 1 year project which focussed solely on the potential of handheld computers for teacher professional development. The paper considers the fit between theory and practice, viewing the developing literature on mLearning
Power, Tom, Thomas, Rhodri
core   +1 more source

A Culturally Responsive Pedagogy as a Case for Curriculum Relevance

E-Journal of Humanities, Arts and Social Sciences
The purpose of this study was to investigate how Culturally Responsive Pedagogy (CRP) can enhance curriculum relevance in higher education, particularly within culturally and linguistically diverse contexts.
Bulelwa Makena
doaj   +1 more source

“Why do I do what I do?” The meaning of work from the perspective of social pedagogues as informal leaders in all-day schools

Frontiers in Education
The number of all-day schools in Switzerland is growing fast. However, the development of new guidelines and regulations in this field is lagging. In their unique position, the professionals not only execute but also define and lead educational practices
Andrea Scholian, Christa Kappler, Renate Stohler, Patricia Schuler Braunschweig   +3 more
doaj   +1 more source

The hidden professionals? An interview study of higher education-based teacher educators´ professional identity

Nordisk tidsskrift for utdanning og praksis, 2019
This article investigates teacher educators’ self-understanding by asking how they explain their professional identities as teacher educators, based on socialisation and further professional development.
Torhild Erika Lillemark Høydalsvik
doaj   +1 more source

A System Approach to Building a World-Class Teaching Profession: The Role of Induction [PDF]

, 2011
Reviews research on teacher retention and quality. Argues for "comprehensive induction," including high-quality mentoring, common planning time for interaction with other teachers, intense professional development, and ongoing support from school ...

core  

Developing and Validating a Video-Based Measurement Instrument for Assessing Teachers’ Professional Vision of Language-Stimulation Interactions in the ECE Classroom

Education Sciences
This study reports on the development and validation of a video-based instrument to assess early childhood education (ECE) teachers’ professional vision (PV) of language-stimulation (LS) interactions.
Lien Dorme, Anne-Lotte Stevens, Wendelien Vantieghem, Kris Van den Branden, Ruben Vanderlinde   +4 more
doaj   +1 more source

Possible Challenges of Teacher Research for Teacher Professional Development

Jurnal Ilmu Pendidikan, 2016
Teacher research (i.e. action research) has gained acceptance as a tool for teacher professional development. In spite of its increasing popularity in language classrooms, concerns have been raised in the implementation of teacher research, such as ...
Utami Widiati
doaj   +1 more source

Part II: Professional Development Activities and Professional Learning Community in the Mid-America Region of the Association of Christian Schools International

, 2010
Current trends in the education literature currently point to school leadership as responsible for the professional growth of the faculty (Fullan, 2010; Reeves, 2006) leading to the desired academic growth of the students. The Christian school community,
Neuzil, Linda M.
core  

Comprehensive Induction or Add-on Induction: Impact on Teacher Practice and Student Engagement [PDF]

, 2009
In recent years, we have seen a rapid expansion of policies and resources devoted to new teacher induction. Most of these policies are based on an assumption that induction programs have a positive influence on teacher quality and student learning.
Lisa S. Johnson
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