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1.
This paper presents the results of a two-year research project aimed at developing a teacher professional development (TPD) model in Indonesia. New government policies in this nation, its archipelagic nature, vast numbers of teachers and scarcity of support resources present a unique challenge to TPD. A needs assessment was conducted to identify teachers’ professional needs. Based on the results of this assessment, a dual-mode TPD that combines face-to-face sessions and online sessions was developed. Participation in face-to-face sessions was relatively high but the participation rate in online sessions was very low. Incentives, teachers’ autonomy as professional learners, ICT skills and infrastructure are important considerations when designing TPD in Indonesia. This study and an analysis of TPD policy allow us to suggest future directions for TPD in Indonesia.  相似文献   

2.
美国将网络教育视作促进教育改革、提升教育质量的重要途径,并认为网络教育对教师的专业素养有新的要求,因此十分重视对网络教师的培养。本文从宏观背景、资源建设、实践平台、质量保障四方面分析了美国对网络教师的培养。文章首先介绍了美国《国家技术教育规划》的沿革,并以此作为美国网络教师培养的宏观背景;其次,分析了美国多元与系统的网络教师培养课程及丰富的学习资源;再次;介绍了作为美国网络教师实践平台的虚拟学校的现状;最后,梳理了作为教师质量保障的专业素养标准与系统支持。文章最后探讨了美国网络教师培养对我国的启示,包括把握网络教育的本质、重视网络教师的培养;明确网络教师的专业素养要求并据此系统设计培养课程;重视网络教师的自主发展并支持经验共享。  相似文献   

3.
Online professional development programmes have a long tradition in adult education. However, in early childhood education, such programmes are only just beginning to be developed. Before online professional development courses can be made inclusive, accessible and widely available to early childhood educators, they must meet a few basic requirements. The present study provides insights into essential aspects that need to be considered when setting up online professional development programmes, a field which is still in its infancy in Austria. The results of a representative survey (n = 317) demonstrated that early childhood educators' digital competencies are highly variable and cannot be taken for granted. The survey results also stress the need to provide educators with functional digital devices appropriate to their work environment. Early childhood educators' interest in online professional development programmes is very high, in recognition of the advantages afforded by flexible participation options independent of users' time constraints or location. The development of attractive, compelling and accessible online professional development courses can contribute to current professionalisation efforts in the field of early childhood education.

Practitioner notes

What is already known about this topic
  • Online professional development has already a very long tradition in the field of adult vocational training but not in Early Childhood Education.
  • The possibility of attending online professional development programmes independent of a participant's time constraints or location is viewed as a particularly beneficial advantage.
  • Online professional development programmes positively affect the professionalisation of educators. For this reason, they must increasingly be integrated into the field of early childhood education.
What this paper adds
  • In the field of early childhood education in German-speaking regions, online professional development training courses are only beginning to be developed.
  • This paper examines the challenges and barriers for early childhood educators associated with implementing online professional development programmes for early childhood educators.
  • The survey was conducted during the COVID-19 pandemic and includes current data on the ongoing digitalisation boom.
Implications for practise and/or policy
  • Online professional development courses should not be understood as competition for conventional face-to-face programmes. Instead, they act as a useful supplement.
  • Media competencies are a fundamental prerequisite for everyday professional life—early childhood educators need functional media devices, stable internet connections, and support structures in IT and computer literacy.
  • Early childhood educators require effective instruction in using online professional development programmes to expand online professional development programmes in their field. They must also address compelling topics in early childhood education relevant to educators' practise.
  相似文献   

4.
Over $18 billion is spent annually on professional development for in-service teachers. This study examined the focus, duration, and impact of professional development activities in which elementary (students ages 5–11) and middle school (students ages 11–14) teachers participated. Ninety-eight teacher-participants completed an online survey about their professional development experiences. In the analysis of literacy survey items and mathematics survey items, there were similarities in focus areas that received greater participation and areas that received less. There were also noticeable differences in frequency of participation in literacy and mathematics professional development. Comparisons between literacy and mathematics professional development indicated that more teachers reported participating in literacy experiences. This included workshops as well as ongoing support through planning meetings and mentorship. Overall, the consensus from teachers was that professional development was effective and has a beneficial impact on their classroom. Researchers share implications for the design and research of future professional development programs.  相似文献   

5.
《Africa Education Review》2013,10(3):329-347
Abstract

The recent curriculum changes in the South African education system have necessitated the development of large scale in-service training programmes for teachers. For some teacher training providers this has resulted in utilizing the services of tutors or facilitators from the various regions to deliver the programme. This article examines the role of the part-time tutors in one such programme (designed to upgrade and retrain Mathematical Literacy (ML) teachers in KwaZulu-Natal (KZN)). The purpose of this qualitative case study was to elicit the tutors' perceptions of the learning offer in the various modules and their reflections about the ways in which their participation in the programme enhanced their professional development. The sample comprised 10 out of a total of 25 tutors. Data was generated from the tutors' detailed reflections as documented in response to questions in an open form questionnaire. The participants reported on specific areas of growth in their professional development, including a deepening of their mathematics content knowledge and pedagogic content knowledge. They were also able to provide detailed recommendations for improving the learning offer. The article concludes by calling for increased involvement by tutors in the development and implementation of these large scale teacher development programmes.  相似文献   

6.
This study investigated professional learning taking place in a teacher-created online community. In particular, this aimed to explore how teachers at different levels of participation learn in an online community. The results showed that teachers usually began as observers, reading others' postings and using contributors' teaching resources, and moved to collaborators, posting their comments on teaching resources and discussing their problems with other teachers, and then to contributors, sharing their teaching resources with other teachers and providing information, advice, and help to other teachers. As they participated in the online community at different levels, teacher learning took place in multiple ways including learning through tryout, collaborative problem solving, and critical reconstruction. Yet, not all teachers moved toward full participation in the online community. The majority of teachers remained as observers and their lack of participation in the negotiation of meaning constrained teacher learning. For the online community to be a fertile ground for teacher learning, more emphasis needs to be placed on the collaborative construction of knowledge and the transformation of shared practice, rather than the transmission of knowledge and the dissemination of good practice.  相似文献   

7.
Wenger describes an educational community of practice (CoP) as a group of professionals who share a passionate concern for practice‐based issues and who voluntarily choose to deepen their knowledge, understanding and skills through collaborative and critical dialogue. Peer collaboration of this kind, which involves social interaction, reflection and a critical engagement with practice issues, has been widely suggested to be effective for teacher learning and professional development. The online continuing professional development for teachers (e‐CPDelT) Vision 2020 model outlined here aims to bring about innovation in practice through an online or virtual CoP (VCoP). Twenty Malaysian teachers in five Smart Schools were invited to take part in a Higher Education (HE) project, funded by one of the main universities in Malaysia. By participating collaboratively in this CoP, it was anticipated that the teachers would form an active online CoP that would lead in turn to innovation in teaching and learning practices in the schools. An action research approach was used in tracing the developmental process of the three subject‐based CoPs (namely, Mathematics, Science and English) and identifying challenges faced by the higher education institution (HEI) project team in fostering the active participation and commitment of the teachers. Preliminary data generated from mentor forum discussion, focus groups and blogs suggested that low levels of participation in VCoP activities were a result of low levels of trust and social affiliation, performance anxiety, time pressure and failure to see the relevance of online interaction as directly related to their individual needs as practitioners. Approaches to remediating these challenges and promoting more authentic teacher engagement are outlined.  相似文献   

8.
技能大赛与专业教学的有效融合有利于发挥技能大赛在职业教育发展中的重要作用。以闽西职业技术学院物流管理专业为例,针对目前技能大赛与专业教学融合中存在的问题,提出构建“赛教融合”的课程体系、开发项目化教学模块,改进教学方法、鼓励专业教师全员参与,提升教师职业能力等方法以实现技能大赛与专业教学的有效融合。  相似文献   

9.
Peer-group mentoring (PGM) is a new model designed to support the professional development of teachers in Finland. This study examines the experiences of mentees participating in PGM and potential differences in the experiences of teachers in general education and vocational education. It also addresses the mentees’ perceptions of the results of PGM with regard to the professional, personal and social dimensions of professional development. Quantitative research methods were used. An online survey was completed by 69 teachers in general education and 47 teachers in vocational education (n = 116). The results showed that the participants saw PGM as an important tool for professional development throughout the entire teaching career. In general, there were few significant differences between vocational teachers and their colleagues in general education in their perceptions of PGM. The study further suggests an alternative conceptualisation of professional development based on the following components: development of skills and knowledge, strengthening professional identity and self-confidence, and development of a work community.  相似文献   

10.
Abstract

Teacher professional development (PD) is a complex, ongoing challenge as educational systems attempt to deliver excellent programming in pursuit of increased student achievement (Opfer and Pedder 2011). This article examines Idaho Total Instructional Alignment (TIA), a model for teacher PD that is currently being utilized in secondary schools throughout the state of Idaho. The implications of this model for effective guidance and support with implementation of the Common Core State Standards (CCSS), as well as the factors that indicate readiness of secondary teachers for implementation of the CCSS, are explored.  相似文献   

11.
随着高等中医教育的不断发展,我国中医院校教师队伍逐步由“量”的扩张向“质”的需求转变。教师专业发展作为教师自我提高、完善职业地位和行业素质的一个学习化过程,是提高教师素质、修养与技能技巧的重要途径。文章从教师专业发展的基本内涵研究出发,在教师专业发展的理论基础之上,围绕中医院校青年教师专业发展存在的问题,结合当前我国中医院校教师专业发展的特殊要求,给出促进教师专业发展的策略,从自主意识和体制建设等方面为中医院校青年教师专业发展指明方向。  相似文献   

12.
从技术理性与教师主体性行为的角度可以看出整学设计的发展经历了规定性、权威性、参与性、使用性四个阶段。新技术时代,教学设计与技术、教师及其专业发展之间相互影响,教学设计可以促进教师专业发展。当前我国教师专业发展在理论研究方面缺乏技术视角、在发展模式上内涵发展不足,新媒体技术时代教学设计是促进教师专业发展的重要途径,教师及教育管理部门应积极推动教师专业的发展。  相似文献   

13.
《学校用计算机》2013,30(1-2):43-57
Abstract

This study is a review of a program and an endeavor that sought to examine the effects of preparing prospective teachers in the skills and abilities of action research, utilizing technological resources, and determining the impact of that upon teacher education efforts. A cohort of secondary student teachers were taught and prepared in the processes and activities associated with action research, a means of identifying one's own issues and concerns with teaching and conducting a valuable study and examination of those issues. They were asked to organize, prepare, present, and evaluate their research activities by utilizing technology and demonstrating these results. Finally, they were asked to evaluate the implications that this effort had on their teacher education program and professional development.  相似文献   

14.
Dialogic Teaching (DT) is effective in fostering student learning; yet, it is hard to implement. Little research focused on secondary teachers’ learning of DT and on the link between teachers’ understanding and practices, although these two are usually strongly intertwined. Using a wide range of evidence, this case study systematically investigated and compared two secondary teachers’ understanding and practice of DT during their participation in a continuing professional development programme (CPDP). The CPDP appeared effective to some extent. The History teacher’s understanding of DT, i.e. being a co-learner, appeared highly effective in implementing DT, whereas the Mathematics teacher’s understanding of DT, i.e. creating a democratic learning environment, seemed only effective to some extent. Focusing on both teachers’ understanding and practice when developing DT seemed fruitful in explaining differences in practice. Future research could further explore to what extent understanding DT as being a co-learner facilitates professional development.  相似文献   

15.
ABSTRACT

Online learning has become a ubiquitous part of the educational landscape and how teachers are supported in developing approaches to teaching online is a fundamental aspect of the students’ learning experience. Based on the implementation of a professional development course on becoming an online teacher offered in a blended learning mode at one university in Hong Kong, this article proposes that offering this type of professional development in a blended mode is very effective in facilitating enhanced usage of the university’s learning management system. In a blended mode, teachers are actively engaged with blended learning and were found to make more extensive use of features/tools in Blackboard after they attended the professional development course. Results support that offering professional development in a blended mode provides teachers with an authentic student perspective, at the same time as they take guided steps in the teacher’s role in blended learning.  相似文献   

16.
Background This paper compares the findings from a recent, large-scale UK-wide survey of primary teachers' confidence in teaching science with the results of a seminal report carried out 10 years ago by Wynne Harlen in Scotland. Recent reports from across the UK have indicated there are still serious concerns relating to primary teachers' confidence and ability to teach science effectively.

Purpose The main research aims were to provide a clear, evidence-based analysis of the current issues facing primary science in the UK; explore primary teachers' confidence in science teaching and to evaluate the impact of science initiatives taking place in UK primary schools.

Sample The sample for the study comprised: telephone interviews with 300 primary teachers from all UK regions; seven focus groups of primary teachers held in England, Northern Ireland, Scotland and Wales to further explore the issues raised in the telephone interviews; and workshops from a two-day conference of 75 stakeholders in primary science from all UK regions (approximately half the delegates were teachers; also represented were teacher educators (initial and continuing professional development), curriculum developers and policy-makers). In addition, 100 teacher education institutions were surveyed in relation to their participation in primary science initiatives.

Design and methods The methodology for both studies comprised qualitative and quantitative elements (see sample details, above). All data were collected between June and September 2004.

Results The findings indicated that there are improvements in some areas of primary teachers' confidence in teaching science. However, the study showed that half of the teachers surveyed cited lack of teacher confidence and ability to teach science as the current issue of major concern in primary science. This paper also reports on some of the professional development initiatives carried out by higher education institutions in primary science.

Conclusions The paper concludes that there has been some progress in developing teacher confidence in primary science over the past 10 years. However, the situation is still critical for all stakeholders. Half of the teachers surveyed in the UK for the present study identified lack of teacher confidence and ability to teach science as the major issue of concern in primary science. Higher education institutions need to enhance the preparation of new primary teachers to ensure that they are all confident and effective teachers of science. They could also increase their partnership work with schools and other continuing professional development (CPD) providers in relation to primary science. The evidence demonstrates clearly that there is a need for substantially increasing science professional development for primary teachers. It also shows that such professional development could be more effectively targeted at specific aspects of science teaching that are more challenging for teachers. Further, the study shows that professional development in science works, in that teachers who have experienced science continuing professional development (CPD) are much more confident to teach science than those who have not.  相似文献   

17.
Abstract

School–university partnerships also known as professional development school (PDS) partnerships provide potential for universities and schools to establish partnerships that can benefit university faculty, school teachers, university students, and school students. This study examines the impact of a PDS partnership in which the author served as a school-based mathematics coach for two years in a high-need elementary school. Data sources included interviews, surveys, and field notes from classroom observations. Inductive qualitative analyses which were situated in a multi-level framework for researching professional development found that teachers posed more cognitively demanding mathematical tasks and high-level questions in year two compared to year one of this project. Further, student achievement was noted on both state-wide and district-created assessments. Also teachers reported that the school-based approach to professional development led to some teachers taking on more informal leadership roles to support their colleagues’ mathematics instruction. Implications for school-based learning opportunities across the world include the need to establish specific university–school partnerships, and carefully designing research studies to examine the impact of these learning opportunities.  相似文献   

18.
ABSTRACT

Although Chinese teachers commonly participate in school-based professional development activities, there is a remarkable scarcity of large-scale quantitative research into the effectiveness of teacher professional development in China, which is characterised as an institutionalised practice. Based on a conceptual framework applying recent research knowledge, this study investigates the relationships between teacher participation in school-based professional development and its individual and school contextual antecedents and effects on teachers and teaching in the context of mainland China. A total of 1506 secondary school teachers responded to a questionnaire survey. The results show that teachers’ willingness to attend teaching research activities and supportive principal leadership facilitated teacher participation. Among the three dimensions of teacher participation, it was collective lesson planning and teacher collegiality, not the frequency of participation, that improved teacher efficacy and the adoption of desirable teaching strategies. These results enrich the knowledge about the characteristics and effectiveness of teacher professional development in China. The implications of the findings are discussed.  相似文献   

19.
In 2012, a research project was implemented to investigate the possibility and effectiveness of instituting a personalised and virtually networked mode of professional development to promote teacher confidence and competence with information and communications technology and its use as a key component of teachers’ pedagogy. The aim of the project was to examine an online mode of professional development where a network of teachers was built without any face-to-face contact and where the approach for professional development was personalised and self-directed. Six geographically dispersed schools in Queensland were involved, with 12 teachers participating over the school year supported by a mentor. Findings reveal that teachers operated in an independent manner, acknowledging community but taking from rather than contributing to the generation of co-created knowledge. Implications drawn from the case studies suggest that greater milestone-setting, multiple levels of leadership and special interest groups are required to support interaction between users and content while still maintaining an agile approach.  相似文献   

20.
随着“大数据时代”的到来,一股席卷全球的智能化在线教育浪潮正在蔓延,高校传统的教学模式趋向颠覆,高校教师的职业发展也将受到重大挑战。众多大学生在在线学习时将会产生海量的数据,高校教师如何挖掘、分析这些数据,对改进自身教学实践、促进自身专业发展都具有丰富的价值。学习分析在大数据时代的高等教育中被广泛应用已成必然趋势,并具有非常广阔的应用前景,高校教师应该具备较强的数据分析能力。学习分析从以下四个方面促进大数据时代高校教师在线专业发展：可以提升作为在线学习者的高校教师的学习效率,激发其自主的专业发展意识;可以提高高校教师作为在线教学者的教学效率,发展其在线教学实践智慧;可以提高高校教师作为研究者的研究绩效,提升其对学生在线学习的服务能力;可以提高高校教师作为管理者的管理效率,提升其在线教学领导力。  相似文献   

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