Development Model For Teachers Research Articles

Identifying Existing Positive Disharmonies for Reconstructing Teaching Practice: A Case Study in Japan

The purpose of this paper is to report outcomes of the study regarding the professional development of a Japanese teacher of English (JTE) helping her to meet the recent national English foreign language curriculum policy in Japan. The policy requires teachers to basically conduct classes in English. An action research framework was used. The participant, in collaboration with the author, went through praxis-oriented cycles built on planning, doing reflecting and revising. Data were collected and analyzed using grounded theory methods. A three-stage coding process led to the emergence of two core themes to encapsulate the data: Existing Positive Disharmonies (EPD), a disruptive zone leading to possibility of change; and Reconstructing Teaching Practice (RTP), in which the participant experienced changes that worked in her lessons. This led to the advancement in her teacher development to meet the demands of the new curriculum policy. The paper demonstrates that shedding light on positive disharmonies within teaching practices was useful in the participant’s professional development helping her to make instructional adjustments required by policy changes. It is plausible that the outcomes of this study may be transferable to teachers working in other similar teaching environments. Accordingly, a model for teacher development is presented to help JTEs and other teachers in their teacher development.

Doing Content and Language Integrated Learning With a Minority Language: A Teacher Development Model

Recent research suggests that minority languages cannot be lastingly revitalised unless related functional literacy skills become an explicit educational goal. Focussing on the Friulian minority language in Italy, this paper discusses the importance of developing literacy skills in the minority language. In line with this, a new teacher development model in CLIL has been conceived and piloted with a small group of teachers of Friulian. The findings of the study suggest that the model was effective in relation to both the development of teaching skills in CLIL and in literacy related issues and, more in general, to the promotion of teacher autonomy.

A Model of Teacher Development Using Knowledge Management to Enhance Teacher’s Ability

A Model of Teacher Development Using Knowledge Management to Enhance Teacher’s Ability

The Points of School Directors on Peer Observation as a New Professional Development and Supervision Model for Teachers in Turkey

The aim of the study is to determine the views of school managers’ towards peer observation as an alternativeteacher professional development and complementary supervision model. The study was conducted through a mixresearch model which combines quantitative and qualitative methods based on convergent parallel design. 121school managers voluntarily joined the study at the end of the conference to which the researcher was invited asguest speaker. The results of the study in quantitative dimension indicated that peer observation was considered byschool managers as an alternative teacher development model to promote cooperation among teachers;self-awareness of teachers; motivation; solving their problems cooperatively; learning new methods. The qualitativeresults also indicated that majority of the participants were in favour of peer observation as an alternative personaldevelopment method for teachers; the participants recommended that it should be carried via volunteers betweendifferent schools; just friendly and positive feedback should be given to the teacher who teaches the same subject;should be carried in a friendly school climate where there is no rivalry among teachers. On the other hand, someparticipant expressed their negative concerns as there wouldn’t be enough teachers and time; the teacher wouldhesitate to be observed because of political and professional rivalries, lack of confidence and trust among teachers.

A professional development model to facilitate teacher adoption of interactive, immersive digital games for classroom learning

AbstractThe benefits of using digital games in the curriculum are well documented in literature. Most teachers who use digital games use short‐form drill‐and‐practice learning games rather than the kinds of games most students would choose to play in their free time. The use of more interactive, immersive digital games (IDGs) in classrooms tends to be sporadic, dependent upon the enthusiasm and ingenuity of individual teachers. Previous studies have indicated that many teachers have concerns about using digital games in classrooms and have difficulties knowing how to best use digital games. This qualitative study presents a professional development model for teachers that was inductively derived through analysing in‐depth, semi‐structured interviews with 13 educators who have used digital games in the classroom. Implementing this model can help teachers develop attitudes and skills necessary to meaningfully use interactive, IDGs in their classrooms. Evidence suggests that a mentor should have a strong understanding of how to use digital games effectively in classrooms, work with small cohorts of teachers to collegially plan the use of digital games within a unit of class work, trial the unit of work with a small number of enthusiastic teachers, and then implement it with the remaining teachers. This approach is based on interviews with educators who have successfully mentored teachers in their schools to use interactive, IDGs in their classrooms. These educators encountered little resistance from their teaching colleagues. Their approach further supported teachers who were open to the possibilities of using digital games in their classrooms.

In search of a critical PETE programme

For some time now many teacher educators have recognised the need to address issues of social justice and inequality. The challenge of teaching increasingly diverse student populations has led teacher educators to consider practices and pedagogies that move beyond a technical orientation. One of the alternate paradigms, critical teacher education, promotes a model of teacher development that transcends a sole focus on the acquisition of mere technical skills, to practices that foreground awareness of equity issues and socially just teaching practices. Although critical teacher education is not new, most research on teacher education for social justice examines the impact of individual courses on developing pre-service teachers’ awareness of critical issues. The paper presents an analysis of a physical education teacher education (PETE) programme that is underpinned by critically oriented philosophies. Critical discourse analysis of documents was used to reveal consistencies and contradictions between the espoused critical orientation of the programme and the discourse of the individual courses. The findings provide evidence of critical pedagogies across a range of courses in the PETE programme. The significance of this study lies in new possibilities for critical teacher education when the critical orientation is spread across a whole programme rather than concentrated only in individual courses.

ODEL PEMBINAAN PENDIDIK DI PONDOK PESANTREN NURUL HAKIM LOMBAK BARAT

This research is aimed at studying the model of development for teachers at Pondok Pesantren (Islamic Boarding School). The research was conducted at Pondok Pesantren Nurul Hakim Lombok where thousands of young generations of Moslems have been studying Islamic knowledge and science. The research used qualitative method with interview as main tool of data collection. The research found that Pondok Pesantren Nurul Hakim where Kyai (Moslem intellectual) is regarded as a model of education is one of the biggest pesantren in Lombok. The research also found that most of the teachers were graduates of universities and teaching subject in line with their educational background.

Strengthening Teacher’s Learning Management for Self-Reliance of Students in Thai Secondary School

This research aimed to 1) study the present conditions, problems, and needs of teachers development in learning management in self-reliance for students in secondary schools, 2) develop a model for teacher development in learning management in self-reliance for students in secondary schools, and 3) evaluate the results of usage from teachers in learning management in self-reliance for students in secondary schools. Research methodology was based on research and development (R&D) approach by the application of Participatory Action Research (PAR). There were seven processes ans stages involved as follows 1) study of the best practice, 2) participatory workshops to create awareness of the participants, 3) solutions and resources to improve teaching and learning of teachers, 4) creating alternative solutions and develop curriculum, 5) developing of analytical thinking skills and synthesis of curriculum in leaning management, 6) linking and transfer of knowledge, skills, attitudes of learning into practices, and 7) evaluation and reflection on the performance of teachers in learning to self-reliance of the student. The results showed that the model for teachers in learning management for self-reliance of students in secondary schools consisted of two main elements as follows 1) the process of participatory learning activities in seven steps, 2) the operation of participatory activities in fourteen sub-activities. The evaluation shown that the level of possibility, appropriateness, and usefulness were in the highest level.

Analysis of the Dilemma and Path of College Teacher Development in Mainland China

Teacher development (TD) is an important task for colleges and universities in mainland China. By comparing the history and current situation of TD at home and abroad, the study analyzes the dilemmas and causes of TD in mainland China, and explores the paths of TD. Facing these dilemmas that the model of TD is single, development service provided by universities does not match teachers’ internal demands, and evaluation system is not perfect, the study tries the following three aspects to explore the paths, which include developing measures at every phase based on college teachers’ characteristics, playing the function of TD center and promoting their self-organized development, and establishing and improving the evaluation system of TD and promote coordinated TD.

Modelling Teacher Development through Open and Distance Learning: A Zimbabwean Experience

Historically, in Southern Rhodesia, now Zimbabwe, Standards 3, 4, 5 and 6 would teach during the school term and attend teacher training during the school holidays. This was mostly in Missionary institutions. Later, these organisations changed into full-time teacher training institutions. Then teacher training lasted two years. Students would spend time in college and in the field. Some teachers were certified because of good performance, without having attended any teacher development college. Some, for example holders of Primary Teacher Lower Course (P.T.L.) who passed the Cambridge General School Certificate, GCE were given an examination and upgraded to the Primary Teacher Higher Course (P.T.H.) qualification. Among the past models are the - 3-3-3, the -3-3-3-3 and the ZINTEC (Zimbabwe Integrated Teacher Education Course) model of teacher development used in conventional colleges. Currently, conventional colleges use the 2-5-2 model. For the purpose of this paper, the Zimbabwe Open University ODL model of Teacher Development will be discussed. In this model, student teachers are continually teaching in schools, while at the same time undergoing teacher development. The purpose of this model is to make it cheaper to produce teachers as it has advantages of producing large numbers of teachers at the same time as they teach in the schools making it economic for the country.

Student teachers' experiences of participating in mixed peer mentoring groups of in-service and pre-service teachers in Finland

This article examines from the student perspective a new Finnish model of teacher development that uses the peer group mentoring (PGM) method for combining pre-service and in-service teacher education. Reflective reports of student teachers (N = 19) who participated in PGM were analyzed using the phenomenographic method. The results show that students' experiences varied from considering the activity as (1) a coffee break or (2) peer-support, to seeing it as (3) identity construction or (4) a way of participating in a professional community. In further development of the model more emphasis should be placed on the integration of theory and practice.

Teacher Professional Development: EFL Teachers’ Experiences in the Republic of Benin

<p>Using a survey, this study examines EFL teachers’ views on professional development, the models of teacher development they are familiar with, and their experiences in the area. The study also inquires into the teachers’ knowledge and opinions about inquiry-based teaching. The results indicate that though the EFL teachers often have the opportunity to participate in teacher development activities, these activities do not enable them to develop the skill of reflection and action on practice as they are patterned on top-down models of teacher development and happen in a one-shot workshop-style. Other teacher development activities such as action-research, reading research findings in the field, peer observation, mentoring, or teacher networking are unfamiliar to them. While the participant EFL teachers acknowledged that the top-down teacher development activities give them exposure to informative input, they also reported that such activities, paradoxically, have little impact on their teaching and students’ learning. Most of them acknowledged having very little knowledge of teacher development activities that involve self-intiative and autonomy, and they expressed interest in learning about and trying action-research in their classrooms.</p>

The prospects of lesson study in the US

Purpose – Lesson study has emerged as an approach to improving the quality of teaching in the USA. The purpose of this paper is to provide an investigation into teachers’ attitudes toward lesson study. Evidence suggests that lesson study may increase teachers’ content knowledge and their ability to anticipate student misconceptions during lessons. Nevertheless, certain issues have surfaced in the literature. Teachers may struggle with the demands of collaboration, critique of their lessons, and observation of their teaching. Moreover, lesson study may conflict with the existing mandate-monitor culture within many school districts. Understanding how teachers perceive lesson study is vital to gauging the effectiveness of the process. Design/methodology/approach – In all, 55 teachers at two elementary schools in urban Los Angeles participated in the researcher-designed survey. For the teachers in this study, participation in lesson study was mandatory, and most had participated in a version of lesson study that emphasized following the established curriculum and district-approved strategies. Data were analyzed using correlational analysis. Findings – Results yielded significant associations between teachers’ comfort levels with collaboration, lesson observation, lesson critique, and their support for lesson study. Higher degrees of control by the district over the lesson study process were linked to teachers feeling less responsible for student learning. Practical implications – The findings from this study have important implications for the prospects of lesson study as a model of teacher development in the USA. Originality/value – This paper fulfils a need to investigate factors that impede and promote the effective implementation of lesson study in the USA.

The learning challenge

‘The learning challenge’ is an authentic and formative assessment task that requires students to evaluate the power of their learning strategies, personal technologies and digital practices for learning. The design was created in response to the need for universities to provide more pedagogical guidance to students preparing for an unknown digital future. The challenge provokes students to question their digital practices and underlying beliefs as learners through gaining pedagogical intelligence and a trialing a transferable action-learning process. The learning design was adapted for an undergraduate languages and technologies course from a teacher development model for technology integration (Steel & Andrews, 2012). The tasks deepen students’ understanding of themselves as learners and technology users through self-exploration, experimentation, evidence-gathering and reflection. Mapped to Fullan and Langworthys’ (2014) continuum of pedagogical effectiveness and supported by student-generated data, the learning challenge offers a powerful way to discover the impact of students’ digital learning practices.

Study of Teacher Development Based on the Ecological Perspective

Based on the understanding of the ecology background, the ecological system of Teacher Development (TD) is constructed and the influential factors, such as the natural, social environment, regulatory environment and the physiological and psychological environment, which have an effect on TD, are analyzed in the present study. Besides, with the combination of the ecological characteristics of TD, The sustainable model for TD is proposed. In accordance with the ecological principles of TD and with the help of group dynamics, TD community is constructed and TD has been divided into stages according to ecological evolution law. With the application of the “flowerpot effect”, platform for TD has been provided and the researchers are endeavoring to explore the sustainable ecological TD.

The Status and Role of Vocational Teacher Education Institutions in Transforming the Vocational Teacher Development Model

:As China transitions from teacher education to teacher training, its vocational teacher development system should focus on vocational and technical teacher education institutions with the participation of other higher education institutions. The advantages and unique functions of vocational and technical teacher education institutions should be fully used and recognized in order to adapt to the transition and build an open development system for vocational teachers.

New professionalism in austere times: the employment experiences of early career teachers in Scotland

International concern to raise educational standards and improve teacher quality has directed attention to the need to sustain career-long professional learning. Teacher induction and early professional learning (during years 2–6) have been associated with patterns of attrition and improved pupil outcomes. As the economic crisis impacts on public sector employment, the rhetoric of professionalism stands in contrast to the employment experiences of many recently qualified teachers. This article draws on interviews with 20 early career teachers in Scotland who achieved full registration from 2006. Work histories drawn from this small-scale study challenge the implicit assumptions of staged models of teacher development and draw attention to the increasing fragmentation and casualisation of experience in the teacher labour market.

English Teaching in Cali: Teachers’ Proficiency Level Described

This article presents a description of the proficiency level of a group of English teachers who participated in the study about the conditions of implementation of the National Bilingual Program in Santiago de Cali. To offer a view of teachers’ proficiency beyond tests results, and in an effort to understand the make-up of this proficiency, focus group interviews and survey data were also used. Findings were analyzed following the models of teacher development of Richards (1998) and Roberts (1998), as well as theory about language proficiency from different authors. The results show that teachers from both public and private sectors are still in the process of building the proficiency levels sought by the Ministry of Education. The study also found that the elementary level, especially in the public sector, provides a frail basis for teaching and learning English at the secondary level.

A principle‐based pedagogical design framework for developing constructivist learning in a seamless learning environment: A teacher development model for learning and teaching in digital classrooms

A principle‐based pedagogical design framework for developing constructivist learning in a seamless learning environment: A teacher development model for learning and teaching in digital classrooms

Rethinking Professional Development in Rural Communities for Students with Autism Spectrum Disorder

In this manuscript the authors propose a professional development model for teachers of students with autism spectrum disorder who are served in rural communities. The components of this four-tiered model include: (a) education through ongoing workshops, (b) coaching, (c) parent information meetings, and (d) ongoing data collection. After implementing the model for 1 year in three school districts, the researchers conducted qualitative interviews with educators to explore their perceptions and experiences with the training model. Data analysis indicated coaching was one of the most beneficial aspects of this model. Teacher perceptions of the successes and challenges with the model are presented, along with implications for meeting the needs of students with autism spectrum disorder through professional development in rural communities.