Model Of Teacher Professional Development Research Articles

Essential components of teacher professional development for financial literacy: A literature review

Financial literacy, as a fundamental skill in the 21st century, has become a life skill that is urgently needed to be improved. Globally, the drive to enhance financial literacy involves integrating it into the education curriculum, necessitating educators’ comprehensive grasp of financial literacy education before imparting it to students. This research aims to outline a conceptual model of financial literacy professional development to improve teachers’ professional competence, employing a narrative review that synthesizes 28 relevant literatures retrieved from Scopus databases. The results of the study show that an effective training model for teacher professional development (TPD) in financial literacy education should focus on essential financial literacy content consisting of planning and budgeting, banking services, income and careers, insurance, investment, savings, also spending and credit. Furthermore, the main characteristics of TPD regarding financial literacy education should encompass content focus, coherence, ownership, active learning, duration, and collective participation.

Exploring the role of research in teacher education and teachers’ professional development

This paper explores and discusses the role of research in teacher education and teachers’ professional development. It does so by presenting some perspectives on research-based teacher education and conceptual frameworks for teacher professionalism. The relationship between theoretical and practical knowledge is discussed together with central dimensions of teacher professionalism. Three metaphors and figures of thought for the theory–practice relationship are introduced and discussed: research as a mirror, as a compass, and as a stone in the shoe. Against this backdrop, a couple of examples of models for teachers’ professional development through critical engagement and enquiry are presented. Special attention is given to a critical dialogical model for teacher education and professional development that promotes reflective learning through sharing experiences and engaging with theoretical frameworks. This model integrates reflective-analogical, critical-analytical, and interactive self-building processes, enabling teachers and students to transform their knowledge and practices based on new insights.

Frames of Learning: Privileging Teacher Perspectives for Decolonizing Lesson Study for Mathematics Teaching

Lesson study’s international popularity spread as a unique, agency-oriented model of teacher professional development that is context-rich and deeply rooted in teacher subjectivities. This project aimed to answer the question, what do mathematics teacher education researchers learn about teacher learning by focusing on uncertainties as they arise when the group is trying to construct new knowledge in lesson study? Using ethnographic case study, this article explores the ways one community of practice in a Chilean school negotiated evolving objectives over the course of one school year and how I as the lesson study facilitator took up roles to support collaborative meaning-making and decolonize lesson study as a professional development tool through the use of framing.

Technology-mediated lesson study: a step-by-step guide

PurposeThe authors are developing a model for rural science teacher professional development, building teacher expertise and collaboration and creating high-quality science lessons: technology-mediated lesson study (TMLS).Design/methodology/approachTMLS provided the means for geographically distributed teachers to collaborate, develop, implement and improve lessons. TMLS uses technology to capture lesson implementation and collaborate on lesson iterations.FindingsThis paper describes the seven steps of the TMLS process with examples, showing how teachers develop their content and pedagogical knowledge while building relationships.Originality/valueThe TMLS approach provides an innovative option for teachers to collaborate across distances and form strong, lasting relationships with others.

Research on Dynamic Model Construction of MTI Teacher Professional Development under Influence of Translation Technology

Abstract The continuous updating of translation technology has had a huge impact on the Master of Translation and Interpreting (MTI) teacher professional development. Exploring the effects of translation technology on teacher professional development, the composition of abilities, and factors that influence it, this paper draws upon a literature review and action research. Through the theoretical deductive reasoning and action research, the paper has constructed a dynamic model of MTI teacher professional development under the influence of translation technology, providing cases and useful references for the follow-up research of teacher professional development under the new technology environment, in order to provide a feasible implementation plan for the professional development of college teachers.

РЕТРОСПЕКТИВА И ПЕРСПЕКТИВА: ИСТОРИЯ МОДЕЛИ ПРОФЕССИОНАЛЬНОГО РАЗВИТИЯ КИТАЙСКИХ УЧИТЕЛЕЙ

The teacher professional development model is an important part of teacher education and the key aspect in developing teacher’s individual style, consolidating their professional knowledge, and improving their teaching methods. In retrospect to value connotations, the article explores the evolutionary characteristics of the macro design from governmentled to multi-subject collaboration, the development of teacher groups from scattered groups to integration, and the development of individual teachers from passive to active professionals. As for the prospective view, the authors claim the need to deepen the reform of the teacher professional development model by innovations from the governmental macro-regulation of teacher professional development policies, strengthening the integration concept of teacher professional development model, and integrating the elements of the teacher professional development model, as well as improving teachers’ knowledge, teaching techniques, and reflection on teaching

Evaluation of an innovative model for teacher professional development on educational inclusion in the UAE

ABSTRACTThis study explored the viability of applying an innovative model of teacher professional development (PD) within the context of the UAE. Predicated upon a conceptual framework incorporating the principles of content focus, active learning, and duration of training, the model aimed to promote the capability of teachers to meet the needs of all students in their regular classrooms, including ‘students of determination’ (students experiencing special needs). A convergent parallel mixed method research paradigm evaluated the impact of this evidence-based initiative. Analysis suggested that the model verified the criteria upon which it was predicated, and demonstrated its utility in effecting authentic, positive change with regard to teacher learning and encouraging inclusive teaching, evidencing its value as a generalisable model of teacher PD within the UAE. Key contributions to the model’s effectiveness are discussed along with the model’s potential to promote sustained change, and relevant implications.

Exploring the Alignment of Professional Development and Classroom Practices in African Contexts: A Discursive Investigation

Professional development plays a pivotal role in ensuring high-quality education. Well-designed activities empower teachers and improve instructional delivery. Therefore, this study examines the alignment of teacher professional development with classroom practices to meet learner needs. The study conducted a systematic literature review using the PRISM approach, focusing on research from 2003 to 2023 in EBSCO, Google Scholar, and other repositories. Only open-sourced and peer-reviewed English literature was considered. The findings emphasize that teacher professional development aims to equip educators with contemporary knowledge, skills, values, and attitudes that enhance teaching and learning excellence. When structured effectively, these activities boost pedagogical prowess and improve academic outcomes. The study highlights the significance of tailored, learner-centered pedagogical approaches and ongoing professional development opportunities to enhance academic performance. To facilitate effective teacher professional development, the study introduces the Learner-Centered Teacher Professional Development Model (LCTPD). It recommends integrating quality-driven, suitable professional development activities to enhance teaching practices and advance learners' performance.

Strengthening STEM Teaching in Rural, Indigenous-Serving Schools through Long-Term, Culturally Responsive Professional Development

This paper describes a particular teacher professional development model offered in schools on and bordering the Navajo Nation in the southwestern United States. The Diné Institute for Navajo Nation Educators (DINÉ) offers professional development across all content areas and grade levels, but here we focus specifically on our work in science, technology, engineering, and mathematics (STEM) content areas. Our work is situated explicitly within the literatures on Indigenous education, Native Nation Building, and culturally responsive schooling, but we also draw broadly on research in STEM education and teacher professional development. The research question explored in this paper is: To what extent and in what ways do teachers in the DINÉ develop STEM curriculum units that evidence culturally responsive principles and STEM education best practices? We share findings from three cohorts of teachers in the DINÉ’s STEM-focused professional development seminars. Teacher-authored curriculum units developed in the DINÉ were analyzed with two specific protocols: the CRAIS Tool, and the SCOOP notebook. Finally, we look closely at the curriculum units written by a single teacher in the DINÉ across the three years in order to get a clearer understanding of the nuances and richness of the findings and themes reported from the aggregate data.

PERSPEKSTIF PROFESI GURU DALAM PENDIDIKAN INKLUSI ANAK BERBAKAT USIA DINI

This article examines the teacher professional development model towards the paradigm of inclusive education for early childhood gifted children. The purpose of this paper is to provide an overview of the results of teacher professional development research carried out by the PPG Study Programme at each University Education Personnel Institute. Research subjects: kindergarten teachers; special school teachers; and lecturers. Data collection techniques were carried out with reference studies; questionnaires and interviews. Data were analysed with qualitative descriptive analysis. The results showed that 1) the inclusive education model for gifted children is feasible to be developed in Indonesia by preparing professional teachers in the field through special training. 2) Different approaches and curricula for gifted children in inclusive education settings; 3) A team of professionals and teachers as well as parents working collaboratively in solving problems of gifted children's existence and educational facilities; 4) The development of reciprocal reasonable attitudes in peers in social-emotional life is conditioned to form a good personality; 5) The acceleration and escalation programme of the early childhood gifted learning system is carried out based on Developpentally Appropriate Practice (DAP). and 6) The Teacher Professional Education (PPG) study program as a forum for assessment and research for the implementation of inclusive education for gifted children effectively.

Teacher learning as a polyphonic endeavor: A context sensitive model of teacher professional development

ABSTRACT Despite an increasing interest in the sociocultural aspects of teacher professional development and the recognition of context in teacher education, there is a lack of a conceptualisation of how professional learning occurs within and across various contexts. To this aim, we take up a view of professional learning that is dialogic and apply the concept of ‘polyphony’ to conceptualise teacher practice and teacher professional learning as the teacher’s orchestration of multiple voices within context. Inviting ‘polyphony’ to the realm of teacher education refers to the composition of multiple co-existing contextual affordances and constraints affecting teacher practice. It is the multitude of various and at times disagreeing voices surrounding teacher practice. Our proposed model offers a reflexive definition of ‘teacher agency’ that involves the recognition of the voices that the teacher draws upon so that they can be interrogated and deliberately invoked or suppressed in practice for particular contexts. We discuss two methodological implications including a polyphonic design methodology of professional learning opportunities, and a polyphonic education research method in addressing the problem of teachers’ implementation and adjustment to new practices.

“We All Sort of Jump to That Relationship Piece”: Science Teachers’ Collaborative Professional Learning about the Role of Relationships in Argumentation

This study investigates how a professional learning approach that draws on elements from collaborative autoethnography (CAE) can support science teachers’ learning about argumentation. It provides an account of how six secondary science teachers collectively explored their views and understandings of the importance of relationships for fostering argumentative sensemaking in classrooms. The educators partnered across four sessions to identify themes that emerged from their autoethnographic writings and discussions. The construct of “diffraction” later helped provide a situated, entangled analysis of how ideas traveled within the group over time. Findings highlight how teachers surfaced the importance of cultivating trusting classroom relationships (between teachers and students as well as between students with one another) to foster the social dialogic elements of argumentation and collective sensemaking. This insight is one not generally emphasized in teacher professional development related to argumentation and has only recently been examined in the research literature. Teachers also reclaimed the idea of “rigor” to encompass discourse that is connected to students’ lives and engages them in knowledge-building with others. This study demonstrates how a CAE-inspired teacher professional development model that emphasizes teacher agency and professional knowledge can help educators develop nuanced understandings of argumentation. As more classrooms focus on engaging students in argumentative practices, this study suggests the need for the field of science education to shift its focus to attend more fully to the role of classroom relationships, vulnerability, and trust. This study also suggests promising strategies for helping teachers increase their commitment to enacting productive and expansive classroom argumentation practices that center students’ experiences, value diverse sensemaking, and increase equitable opportunities for learning.

Conceptualising Teachers as Designers in the Higher Education Context: Case Studies from Indonesian English University Teachers

Empirical studies have revealed the learning design processes employed by teachers in higher education institutions in developed countries (Bennett et al., 2017; Kali et al., 2011; Markauskaite & Goodyear, 2009). However, there has been limited research into the way that university teachers in developing countries design for learning and whether they adopt similar design routines – and indeed, whether there are similarities to the work of learning designers in these settings. A multiple-case study design was developed to investigate the design processes of eight Indonesian English University Teachers (IEUTs) working in a variety of Indonesian universities in implementing blended (pre-COVID) and online (during COVID) learning in their classes. Due to the Australian travel restrictions to mitigate the effects of COVID-19 in 2020, data gathered remotely included digital document analyses, online interviews and online class observations. This data was analysed and a cross-case analysis was undertaken in order to identify common themes. It was possible to identify design processes that the IEUTs had in common with those described by Bennet et al. (2017). However, this model did not anticipate design issues caused by socio-economic and cultural context in which the IEUTs were teaching. Specifically, factors such as the technological affordances and the costs related to online or blended learning were not described. However, this study noted that these factors had a significant effect upon teachers’ design work, often requiring them to redesign learning experiences – sometimes while a subject was ongoing. This challenge was exacerbated by the COVID-19 pandemic, which also meant that teachers were required to work with technologies with which they were not familiar. This, in turn, led to further challenges, at an institutional level, as some universities were not well prepared for online learning. Teachers who received institutional support services such as a set of curricula, teacher training, support technologies, financial support (i.e., competitive grants to develop online modules in the university’s e-learning platform) and hands-on support from IT Centre’s staff experienced fewer challenges compared to teachers who were less supported. However, all participating teachers’ design practices were constructed from “accidental pedagogies” (McGee & Carmean, 2012) caused by the trial-and-error approach adopted during COVID-19. These teachers faced significant obstacles including ensuring academic integrity, retaining control over the classroom, and ensuring equitable access to course content. Although these design processes might not demonstrate an effective learning design in an ongoing setting, these design practices should be “forgiven” (Dickson-Deane, 2020) as they were a response to an emergency setting. The IEUTs experienced similar design routines to those of instructional designers (Dickson-Deane, 2020) in that they were required to comprehend how an unknown or unexpected event may become known or take place, which can necessitate trial-and-error during the design process and into development and implementation. A new model of teacher professional development for language teachers was proposed to better prepare teachers for such events and challenges (i.e., other pandemics and catastrophic weather events) by conceiving of them as designers. This model adapted the 6 C’s framework for learning designers (Heggart, 2021).

The Development of Teacher’s Professional Competence: A Theoretical Review

The functionalization of teachers as the primary contributor to educational quality is demonstrated by their mastery of professional facets. The purpose of this study is to design and examine a model for teacher professional development. a qualitative study design using literary methods. Using the keywords "teacher competence," "teacher professionalism," "professional development," and "educational management," 45 data sources were extracted from main and secondary references in the form of books, research journals, and documentation. Coding, keywords, and classification are then used to process the data. Miles and Huberman's procedures are employed in data analysis. The findings demonstrated that teachers' professional orientation does not end at the point of demonstrating competence but rather develops unique teacher-learner relations. Both internal and external factors have an impact on the professional development of teachers. Internal competence development entails taking several calculated actions. The professional development of teachers is an endeavor to reenergize instructors that are carried out outside of classrooms. Observations of the teaching profession are generally becoming more forward-looking. The idealization is consistent with the official government policies.

Management strategies of school principles in developing teachers' professional competency to improve the quality of education in SMK Kesehatan Darus Salam Lhokseumawe Aceh

The purpose of this study is to determine the professional development strategy of teachers in SMK Kesehatan Darussalam, namely: (1). Principal's leadership strategy (2). Obstacles in developing professional competence (3). Model of teacher professional competence development. Methods This research uses a descriptive qualitative approach. Data collection techniques through interviews, observation, and documentation. Data analysis techniques include data reduction, data presentation and drawing conclusions. The validity of the data was carried out with the participation of researchers, triangulation techniques using various sources. The informants are the principal, vice principal of the curriculum and teachers. The results of the study are: (1). The principal's leadership strategy in developing the professional competence of teachers to improve the quality of education (2). Obstacles faced in developing professional competence of teachers such as limited IT mastery, limited time, lack of creativity in learning, still lack of references to reading books, minus scientific works made by teachers (3). The model that can be used to improve the professionalism of teachers in carrying out their duties is through in-service training or in-service training programs.

Considerations when using rating scales to support teacher professional development: A commentary on Weadman, Serry and Snow (2022)

While observational rating scales such as the Emergent Literacy and Language Early Childhood Checklist for Teachers (ELLECCT) have potential to support Early Childhood Teachers in improving their practice, the existence of a valid and reliable tool is no guarantee of success. A carefully constructed model of teacher professional development will be required to ensure benefits for instructional practice and child language outcomes. This commentary considers the evidence available to guide intelligent design of such a model.

EFL TEACHERS’ LEVEL OF TEACHER ACTION RESEARCH ENGAGEMENT

Teachers doing action research has been recommended as a powerful and transformative model for teacher professional development but remains trivial among the population of teachers worldwide, including those who teach English as a foreign language (EFL). The present study investigates EFL teachers’ level of engagement with and in Teacher Action Research (TAR), as well as their motives for the engagement. Employing a quantitative approach with a survey as the design, a questionnaire was distributed to EFL teachers teaching at secondary school to collect data. Descriptive statistics were run to analyze the data. The results showed that EFL teachers’ engagement with TAR was high, while their engagement in TAR was moderate. Thus, encouraging EFL Teachers to conduct TAR will consequently get them used to continuously make reflections on what they did in their classroom in which better teaching-learning quality can be achieved. Besides, the policy makers should provide some fundamental supports to encourage the teachers making the research engagement.

A pedagogical model for effective online teacher professional development—findings from the Teacher Academy initiative of the European Commission

AbstractDuring their careers, teachers experience change in education policy, societal trends, and cultural shifts in pedagogical thought, requiring continual adaptation and innovation of their practices. Coupled with this is an assumed intrinsic desire to progress, whether as part of their own subject expertise, or with a view to taking on a role as leader in school management or a specialist area. Effective support and opportunities for teachers to develop and apply their competences is crucial for maintaining both motivation and high standards in the profession. However, many teachers across Europe claim to struggle to have access to effective forms of continued professional development coupled with the numerous demands already made on their work. On‐site courses with opportunities for peer learning remain popular but demand time and are not financially cost‐effective in reaching a large number of teachers, nor are they viable during pandemic restrictions. By exploring the pedagogical model of the online courses of the European Commission's Teacher Academy in the context of these challenges, this article discusses how an effective, collaborative approach to online continued professional development can be developed as a way of addressing both teacher and education system needs.

Revealing the regulation of learning strategies of MOOC retakers: A learning analytic study

Massive Open Online Courses (MOOCs) have already shown a great potential to be used as an alternative model for teacher professional development (TPD). Not only do MOOCs offer relevant content and activities, but they also provide opportunities for strengthening the skills for self-regulated learning of teachers as life-long learners. In this study, we focused on a unique sub-group of MOOC learners – retakers who take the same TPD MOOC multiple times. In the empirical study reported in this paper, we examined what learning strategies they choose when taking a TPD MOOC and the extent to which they are able to adapt their learning strategies to improve their performance in the subsequent attempts. By using learning analytic methods, we detected five learning strategies and eight major forms of strategy change adapted by MOOC retakers. We found that two strategy changes (from Content-Oriented Strategy to Intensive-Thorough Strategy or Balanced Strategy) with associated with significantly higher performance in the subsequent attempts compared to no change in strategy. Our findings have implications for MOOC instructors and providers about the ways they can support MOOC retakers. Our findings also suggest that MOOCs are not only valuable TPD resources for teachers, but they also have unique opportunities for strengthening the self-regulation skills of teacher learners as the “by-products of learning”.

Investigating and Explaining the Teacher Professional Development Model of a Qualitative Study

Investigating and Explaining the Teacher Professional Development Model of a Qualitative Study