Enhance Teacher Professional Development Research Articles

SUFFICIENCY OF INSTRUCTIONAL RESOURCES AND PERFORMANCE OUTCOMES OF TECHNOLOGY AND LIVELIHOOD EDUCATION STUDENTS

In the landscape of secondary education, Technology and Livelihood Education (TLE) stands as a critical component, offering students a pathway to develop skills essential for personal and collective growth, particularly in scenarios where access to higher education is limited. The study was conducted in the Division of Panabo City, involving 200 TLE teachers explored the relationship between instructional resource sufficiency and student performance outcomes. Findings revealed a moderate extent of sufficiency in instructional resources, with certain dimensions consistently evident while others showed occasional presence. Similarly, student performance outcomes were deemed satisfactory, though with variations across different dimensions. The study underscored a significant correlation between the sufficiency of instructional resources and student performance outcomes, highlighting the critical role of resource availability in shaping student achievement. Notably, all domains of instructional resources, including textbooks, laboratory equipment, technology, physical facilities, and human resources, demonstrated a significant influence on student performance. This emphasizes the importance of targeted interventions to improve resource sufficiency and ensure a conducive learning environment for students. Recommendations were put forth to address identified areas of moderate sufficiency, advocate for resource allocation, foster collaboration among stakeholders, and enhance teacher professional development. KEYWORDS: Instructional resources; performance outcomes; Division of Panabo City

Enhancing Teacher Professional Development: Strategies, Challenges, and Impacts on Instructional Practice and Student Learning Outcomes: A Review of Research Literature

Abstract: Teacher professional development (PD) is widely acknowledged as a critical component in enhancing educational outcomes and improving student achievement. This study provides a comprehensive review of the importance of teacher professional development, focusing on its impact on teacher effectiveness, instructional quality, and student learning outcomes. Drawing on a synthesis of empirical research, theoretical frameworks, and best practices, this paper highlights the multifaceted benefits of continuous teacher PD, examines key factors influencing its effectiveness, and identifies promising approaches for supporting teachers' ongoing growth and development. The findings underscore the significance of investing in high-quality PD initiatives to cultivate a skilled and motivated teaching workforce capable of meeting the diverse needs of 21st-century learners.

Teacher trade unions, unionization of novice teachers, implications for professional development in South Africa

The object of research: In this research paper a critique of teacher trade unionism as a political mechanism and its impact on newly qualified teachers’ dilemmas is presented.
 Investigated problem: Political power is inherently viewed as platform through which critical decisions on education matters are made. Some of these political decisions are, but not limited to teacher professional development and career advancements. Though the aim of teacher trade unions is to salvage the rights of the teachers in the profession, the historical development of teacher trade unions suggest that they act as political vanguard of the working class.
 The main scientific results: This qualitative study probed the current state and nature of teacher trade unionism have and implications for novice teachers in the sense that it does not encourage professional development, rather, political one. The results of this study confirm and demonstrates that the choice of novice educators to join a trade union of their choice is intrinsically linked to the career pathways the trade unions can offer rather than what trade unions are able to offer in their careers.
 The area of practical use of the research results: The study is of importance to South African novice teachers who are engaged in teacher professional development programs.
 Innovative technological product: The results of this study made it possible to outline strategic directions for the introduction of digital technologies that will enhance teacher professional development. The results of this study further stresses that the lack of resources which impedes teacher professional development.
 Scope of the innovative technological product: The result of the study concerns the implementation of professional development initiatives, that will require the integration of information and communications technology in the professional development process, stressing policy as an imperative point of departure.

Innovative Learning Models and Their Impacts on the Transformation in Education

Abstract: The field of education has rapidly evolved as new technologies and innovative teaching and learning models emerged. Innovative learning models, which integrate technology, flexible pedagogies, and learner-centered approaches, has been transforming the traditional classroom and revolutionizing the education system. This review paper walked around the impacts of innovative learning models on the transformation of education, drawing on a range of literature from both academic and professional contexts. The paper started with an overview and objectives of innovative learning and its related models, and then examined their impacts. It has highlighted some of the most promising innovative learning models and explored their effectiveness in fostering student-centered learning, improving engagement and outcomes, and enhancing teacher professional development. Furthermore, the paper examined the challenges and barriers that educators and policymakers face in integrating innovative learning models into mainstream education systems. The review concluded by providing recommendations for researchers, educators, and policymakers to further promote innovative learning models and their potential to transform education. Overall, this review paper emphasized the need for continued research, dialogue, and innovation to harness the full potential of innovative learning models to positively impact education and transform learning outcomes.

Enhancing Teacher Professional Development: Insight from Teacher Professional Learning Activities

This study employs a qualitative approach to investigate the influence of professional learning activities on teacher professional development. The study examines a range of learning activities, including workshops, seminars, and collaborative learning communities, and explores their impact on teacher practices, student engagement, and student outcomes. The researcher combined surveys and interviews to gather data from a sample of 20 EFL teachers at a participating school. The questionnaire, adapted from TALIS (Teaching and Learning International Survey), collected data on teachers’ demographics, teaching experience, and participation in professional development activities.. In-depth interviews were conducted with a purposive sample of 10 teachers to explore their experiences with professional development, their perceptions of teacher professional learning activities, and the impact of professional development on their teaching practice. The study finds that these learning activities have a significant positive impact on teacher professional development, leading to improved teaching practices, increased student engagement, and better student outcomes. These insights have important implications for improving the quality of education and can inform the development of effective policies and programs to support teacher professional development.

Psychological Constraints of the Post-Pandemic Learning and Development Delivery Modalities: Narratives of School Principals

This qualitative research situated in the School Division of Guimaras delves into the narratives and experiences of five (5) school principals, with insights from the Division Human Resource Training and Development Focal Person. Grounded in Hustler's cognitive psychological and professional development theories and Vygotsky's zone of proximal development, the study explores alternative approaches to continuous professional development, aiming to enhance teacher learning effectively. Using a validated researcher-made interview guide, the study gathered data on learning and development initiatives, participant practices, and challenges faced during the pandemic. The findings revealed that school principals navigated the challenges posed by COVID-19 restrictions by crafting and implementing Basic Education-Learning Continuity plans. They addressed learning and development modalities by creating School Plans for Professional Development, enabling them to conduct various activities tailored to teachers' needs. Four delivery modalities were employed: Learning Action Cell, Relationship and Discussion-based Learning, Job-Embedded Learning, and Formal Learning. Each modality had its unique practices and challenges, reflecting the diverse contexts and needs of the school principals. To overcome these challenges, school principals demonstrated resilience leadership skills, characterized by passion, vision, creativity, interaction, and empowerment. Building upon existing theories and the 70-20-10 Learning Model, the study introduced the Learning and Development Model for Better Learning Outcomes (LDM for BLOs). This model emphasizes the roles of self-directed and interactive learners for both teachers and school principals in learning and development activities. The study contributes significantly to the field by introducing the Theory of Educational Intention and the LDM for BLOs, both of which warrant further exploration in future research. These findings shed light on effective strategies for enhancing teacher professional development and learning outcomes in challenging contexts.

Inhibitory Factors of Reflective Teaching Practices: English Teachers' Perspectives

The role of reflection in enhancing teacher professional development and its impact on the quality of education is widely recognized. By reflecting on their teaching practices, teachers can make more informed decisions when planning, implementing, and evaluating their teaching activities. This study aims to identify the inhibitory factors that prevent EFL teachers from engaging in reflective teaching practices. The study utilized the Inhibitors to EFL Teachers' Reflective Teaching Questionnaire (IETRTQ) to gather data from 97 English teachers in junior high schools in East Manggarai regency, East Nusa Tenggara province, Indonesia. The data were analyzed using SPSS software to assess the level of agreement among participants regarding the inhibiting elements of reflective teaching practices in their teaching activities. The findings suggest that the teachers had a moderate awareness of the inhibitory factors that hinder their reflective teaching practices, with 69 teachers (71.13%) acknowledging these barriers. The implications of these findings are discussed, highlighting the need for targeted interventions and support to help teachers overcome these inhibitory factors and enhance their professional development.Bagian Atas Formulir

Professional development of primary school teachers in Vietnamese educational reform context: an analysis from a sociocultural perspective

ABSTRACT This qualitative study aims to uncover the characteristics of teacher professional development (TPD) among professional groups of Vietnamese primary schools in the context of educational reform in the light of a sociocultural perspective. Data were collected from 12 participants from four primary schools in Central Vietnam using in-depth interviews. The participants comprised one principal, one team leader and one teacher from each school. Qualitative analysis of the data showed that three characteristics of TPD, namely self-directedness, collegiality and situatedness, were evident in the professional activities of primary school teachers. The participants also reported that most teachers were active in professional activities. However, the participants reported several challenges hindering teachers from actively participating in professional learning communities. These challenges included inflexibility due to old age, limited access to information technology, financial difficulties, or unsupportive family conditions. The results also revealed that the professional activities of the groups were influenced by the school’s leadership. The collegiality of teachers in professional activities was relatively high. Proficient teachers often played a leading role in professional activities. This study serves as an initial attempt to enhance teacher professional development programmes for primary school teachers in Vietnam, and beyond.

Factors Impacting the Sustainable Development of Professional Learning Communities in Interdisciplinary Subjects in Chinese K-12 Schools: A Case Study

Professional learning communities are recognized as one of the most effective approaches for promoting the professional development of teachers. In the current complex and rapidly changing era, to facilitate the implementation of interdisciplinary curricula, Chinese schools have made tremendous efforts to enhance teacher professional development, particularly by establishing professional learning communities. Aiming to understand the operation of professional learning communities in interdisciplinary subjects in Chinese K-12 schools and to examine factors impacting the sustainable development of these professional learning communities, we conducted a case study on professional learning communities in the interdisciplinary subject of Education for International Understanding in Chengdu Horsens Primary School. As part of this study, we interviewed the principal, course director, seed teachers and teachers participating in the selected case. The research results demonstrated that the major factors impacting the sustainable development of professional learning communities in interdisciplinary subjects in Chinese K-12 schools include school structures and policies, school leadership, teachers’ professionalism and learning capacity and their sense of community. In addition, compared to traditional subject-based professional learning communities in China, professional learning communities in interdisciplinary subjects highlight a sense of community, which presents three distinctive features: a conflict-inclusive atmosphere, the coexistence of individual and shared visions and an emotional bonding identity. These three features also have a considerable impact on the sustainable development of professional learning communities in interdisciplinary subjects in Chinese K-12 schools.

Transforming Teaching and Learning for Quality Teacher Education in Ghana: Perspectives from Selected Teacher Trainees and Stakeholders in Teacher Education

This survey measured the perspectives of teacher trainees, classrooms teachers and stakeholders in teacher education regarding factors that could enhance teaching and quality teacher education in Ghana. Findings from the survey indicate that teachers’ content knowledge was considered appreciable, but more emphasis needed to be paid to cultivating critical and inquiry skills among Ghanaian teachers. Additionally, efforts were to be made in teacher education towards a more constructivists approach to teaching, with focus on student-centered teaching and attention to student diversity, as well as enhancing teacher professional development, especially in the area of academic research. Implications for policy and practice suggested among others, are that teacher education in Ghana needs a more professional development that is both data-based and standard driven, as well as collaboratively developed, as criteria to assess teacher quality and possible certification.

A Digital Tool Grows (and Keeps Growing) From the Work of a Community of Writers

This article reports on a collaborative inquiry into the use of a researcher-designed digital tool for the support of writing instruction in elementary classrooms. The digital tool in question is an online collection of original writing samples produced by elementary children that was conceptualized as a resource for coaching new writers using easily retrievable samples of “gems” produced by other young writers. This article describes the teacher education context from which the design of this tool emerged as well as the evaluation of this tool by a group of Master Reading Teacher candidates. Grounded in the literature on the use of mentor texts in writing instruction, this article highlights the role that authentic child-authored texts can play in supporting teachers’ instructional moves. The article ends with a discussion of implications for enhancing teacher professional development through the use of digital tools that can be utilized to promote reflective inquiry into writing pedagogy.

Uncovering Singapore Teachers’ Motivation to Participate in Professional Development Activities

Set against the motivation to enhance Teacher Professional Development (TPD), the question was raised of what makes a teacher want to engage in TPD. While a literature scan has shown numerous studies on TPD that advocate different types of TPD that teachers consider effective, the Singapore literature suffers from a dearth of empirical study to show what motivates a teacher to engage in TPD. Adopting a social psychology framework of the Theory of Planned Behavior (TPB), this study seeks to address the research problem through a baseline study and an extended exploration on the factors affecting a teacher's motivation to do TPD. A variety of data collection methods are described to study this. In-depth interview and questionnaire survey will be used to construct the baseline while observations and fieldwork will deepen the exploration and provide the triangulation to data collection, essentially improving the reliability of the study. This paper will report on the findings from the in-depth interviews and elucidate the reasons for teachers taking part in TPD in Singapore.

An Application of Action Research for Teacher Empowerment to Develop Teachers’ Test Construction Competency Development Models

Teacher's test construction competency was meaningful to enhance teacher professional development. The competency can be used to control teacher-made test quality and to extract the information related student achievement that was useful to advocate teachers instructional and student skills improving. The main purpose of this research was to develop test construction competency development models based on the application of the action research concept for teacher empowerment using four empowerment techniques: coaching, mentoring, critical friends and dialogue. According to the research results, competency development models consisted of four parts. The first part was the role of competency developer in teacher empowerment using four empowerment techniques: coaching, mentoring, critical friends, and dialogue. The second one involved the teacher's competency development according to the four processes of action research: planning, action, observation and reflection of four action research cycles. The first cycle involved the learning objective analysis skill development, while the other three concerned the test construction planning skill improvement, test construction ability improvement and item selection skill development, respectively. All four cycles were empowered by the developer in the first part. The activities of these two parts had the impacts on the third part, which involved the enhancement of four factors of teacher competency. These four factors were the attitude, knowledge, higher-order thinking and skill. Meanwhile, the fourth part of the models was the development outcome including the participation, knowledge sharing network and the sustainable presence of the competency.

Application of e-portfolio system to enhance teacher professional development

This study focuses on the meaning, applications and future development of e-teaching portfolios as an attempt to highlight the important role it plays in the “post-modern teaching practice mode”. For the purpose of enhancing teacher professional development, application of the teaching portfolio system in the post-modern teacher qualification training is proposed, and the teaching practice curriculum is discussed from both theoretical and practical perspectives to strengthen intern teachers’ development of professional growth, and to successfully assist them in becoming a qualified teacher with the required professional disposition, knowledge and skills. This study also provides concrete concepts and practical approaches for the post-modern teacher training course, placing emphasis on the development and training of intern teachers’ contingency response and ability of situation comprehension as well as the ability to combine and apply various theories with the intelligence of utilizing knowledge and skills so as to meet the demands of the modern society.

Special education teachers serving students with autism: A descriptive study of the characteristics and self-reported knowledge and practices employed

Autism now affects a significant number of students in schools. The purpose of this study was to survey special education teachers who serve students with autism to 1) determine teacher, environmental, and student related characteristics; 2) identify the self-reported knowledge of effective teaching practices; and 3) identify the self-reported implementation of effective teaching practices. The study was conducted with special education teachers employed in Virginia using a web-based survey titled the Needs Assessment of Special Educators who Serve Students with Autism. Respondents included 498 special education teachers with a wide array of qualifications and experience including licensure status, years of teaching and area of endorsement. Results provide a description of teacher characteristics that directly impact instructional delivery as well as information regarding self-rated knowledge and implementation of efficacious strategies. Information from this study can be used to improve service delivery to students with autism by informing policy and directing and enhancing teacher professional development initiatives at the preservice and inservice levels.

The impacts of district policy and school context on teacher professional development

Teacher professional development has become one of the most important policy issues in the context of standards-based reform in U.S. However, our understanding of the contexts that influence teacher professional development remains limited. Using a series of 3-level Hierarchical Linear Modeling (HLM/3L) statistical analyses of a large nationally representative dataset, this article examines the impacts of multi-nested district and school contexts on teacher professional development. This article suggests that diverse and complex relationships among contextual factors at the district- and school-level encourage or limit time for teacher professional development. Finally, some implications are presented for school leaders and educational policy makers in attempting to broaden and enhance teacher professional development.

Mindtools for teacher communities: a European perspective

Programmes for teacher training should train (aspiring) teachers to be able to make use of information and communications technology as mindtools. Mindtools are not pieces of specialised software that‘teach’ a subject, but computer programs and applications that facilitate meaningful professional thinking and working. Teachers can use these programs and applications to engage their students in critical thinking and to help further their own professional development. In the latter case mindtools can be applied for cooperation (between teachers, teacher educators and student teachers) and collaboration (with other teachers, experts, designers, etc. on pedagogical projects). In this article we focus on electronic networking technologies (conversation tools) as mindtools in communities of practice for teacher professional development. Examples of good practice from teacher training institutions in Europe illustrate how to prepare (aspirant) teachers for working with mindtools that enhance teacher professional development