Analysis Of Professional Development Research Articles

Analysis of physics learning in elementary schools and the need for professional development: Is STEM education training necessary for elementary school teachers?

This study aims to explore pedagogical approaches and students’ engagement during STEM teaching. As many as 215 elementary school teachers in West Java were involved in this research. Those involved consisted of 161 women and 49 men. The majority of teachers have an elementary school teacher education background (87%), 7% have other educational backgrounds (Science Education/Mathematics Education/Social Education/Language Education), and the remaining 6% are in the sciences. The instrument used in this study was a closed questionnaire with 20 items from a Likert scale survey. The results of the study show that 50% of elementary school teachers very rarely use experimental approaches and problem-based learning when teaching STEM content. More than 60% of teachers also very rarely use the inquiry approach in teaching the four contents. The approach that is often used by teachers in teaching STEM is a collaborative and integrated approach. In addition, the survey results also show that more than 50% of students are very rarely involved in inquiry and engineering practice activities when learning about STEM content. The analysis of professional development needs showed that the majority of elementary school teachers have never received a professional development program regarding STEM education. In fact, the majority of teachers have a positive attitude towards the coaching program, which has an impact on increasing their competence. Apart from that, the results of this research also show that there is a lack of external support (from universities, educational practitioners, and researchers) for teachers in coaching programs. These findings provide evidence that teachers still need to receive training on pedagogical approaches that are relevant to integrated STEM education. The existence of training on STEM education is expected to improve the quality of STEM learning in the classroom. Thus, students' involvement in scientific and engineering practice when learning STEM becomes more dominant.

Closing Reading Achievement Gaps for Middle School Students

This research examined how self-efficacy, collective efficacy, and professional development compared between core content and special education middle school teachers working with middle school students in reading comprehension and fluency. Accordingly, no statistically significant difference in teacher self-efficacy between core content and special education teachers was discovered based on the ANOVA analysis results. An analysis of professional development and collective teacher efficacy showed mixed results with a negative relationship predicted between increased professional development hours for core content teachers. A predicted positive relationship existed with the number of professional development hours increasing for special education teachers. There was no statistically significant difference between core content and special education teachers’ numbers of professional development hours identified as low, medium, or high. The chi statistic showed that both populations of teachers had insufficient training.

Подходы к психологическим детерминантам профессионального становления педагога на этапе обучения в вузе

<p>The article provides an overview of psychological approaches to the concept of “professional development of a teacher at the stage of study at a university”. The vectors of studying the process of professional formation of a teacher in the process of studying at a university are presented. An integrated approach is considered, based on the category of professional suitability, the main indicators of which are success in professional activities and subjective satisfaction with work. The psychological determinants of the process of professional and personal development of the teacher have been allocated: analysis of the period of vocational training as an integral concept, which combines social, individual and age references in their close relationship and interdependence; functional duality of the educational process; understanding the interaction of the student, future teacher and teaching staff, as a subject-subject model of interaction; analysis of the educational space of the higher school as a public sphere and the matrices of professional and personal development of the student of the future teacher; analysis of professional development as secondary socialization of the student, future teacher.</p>

The metamorphosis of modes of consecration in the literary field: Academies, literary prizes, festivals

This article proposes a structural history of the transformations of modes of consecration in the literary field, taking France as an exemplary case study. My approach combines Bourdieu’s field theory with Abbott’s analysis of professional development. The mechanisms of consecration must be contextualized within the political and economic constraints that the literary field is subjected to. Because of its relatively weak professional development, the consecrating authorities play a major role in the regulating of the literary field and in the building of careers. This article examines literary institutions which appear in different periods: the Académie française, which obtained its power from the state under the Old Regime; the societies of authors and the publishers, which contributed to the professional development of literary activity with the growth of the book market and the withdrawal of the state from the control of this market; the literary journals as relatively autonomous authorities; the literary prizes that are torn between autonomy and heteronomy (with the Goncourt prize as an example); the role of translation and international circulation in the process of consecration; and finally, the festival as a new form of literary recognition, which reflects the process of democratization (based on an empirical study on Les Correspondances de Manosque).

Analysis of Labour Resources of Enterprises by Self-Organizing Maps of Features

In the article possibility of application of maps of Kohonen is examined for the analysis of professional development of machine-operators of machine-building enterprises. It will allow to perfect the traditional going near the estimation of qualification of workers, and also to promote the motivational effect of evaluation procedures

Accountability by Design in Literacy Professional Development

High-quality professional development is essential in supporting accomplished teaching. But how is the efficacy of professional development evaluated? The authors present several methods for conducting a critical analysis of professional development. Using a large-scale professional development initiative as the focal point, they first explain six widely cited principles of high-quality professional development and show evidence of them in the initiative#146s design and structure. Second, they report findings from pre- and postsurveys of participants over three years, which showed statistically significant positive differences in teacher understanding of literacy concepts. Third, the authors present a vignette to illustrate how one coaching tool used in the project supports teachers in making instructional shifts based on student learning. The authors suggest that those who offer professional development for teachers should evaluate their programs through accepted principles of design. They conclude with additional questions related to meaningful, robust accountability systems for professional development.

An Analysis of Professional Development in Student Affairs Work

Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsD. Stanley CarpenterD. Stanley Carpenter is Dean of Students at the University of Arkansas-Monticello, Monticello, Arkansas 71655; and Theodore K. Miller is a Professor at the University of Georgia, Athens, Georgia 30602. Stanley Carpenter is the NASPA Dissertation of the Year Award Winner. This article was based on his dissertation research.Theodore K. MillerD. Stanley Carpenter is Dean of Students at the University of Arkansas-Monticello, Monticello, Arkansas 71655; and Theodore K. Miller is a Professor at the University of Georgia, Athens, Georgia 30602. Stanley Carpenter is the NASPA Dissertation of the Year Award Winner. This article was based on his dissertation research.