Stages Of Teacher Development Research Articles

Exploration of Teaching Development Strategies for Double-Qualified Teachers in University-Affiliated Hospitals Based on Role Conflict Theory

This study draws on the classic theories and research achievements of university teacher development, and from the perspective of role conflict in social psychology, proposes policy recommendations for the development of clinical teachers in medical colleges, including following different stages of teacher development and designing teaching development strategies at different levels; designing the content and form of teaching development activities to meet the temporal and spatial needs of clinical teachers; and building an academic community for clinical teachers to promote the creation of teaching development behaviors.

Recovering Voice through Autoethnography

Using autoethnography, this study examines the author’s perspectives and understandings of their learning during a reading professional development program. Findings demonstrate the importance of understanding teacher career stages, types of teacher knowledge, and stages of teacher development in teacher education contexts and how autoethnographic study provides a method for teachers to use to understand their learning and communicate with others. Autoethnographic methods center teachers’ voices and provide a means for teachers to deconstruct their teaching for multiple audiences using specific lenses of interpretation.

Teacher Development to Augment Pedagogical Competence in Society 5.0

This research aims to analyze and describe the process of enhancing teachers' pedagogical competence in Society 5.0. A qualitative research methodology was employed, utilizing a case study approach. Data were collected through interviews with one principal, one vice principal, six teachers, and one administrative staff member. Data processing techniques included reduction, data presentation, and conclusion drawing. The validity of the data was ensured through credibility and confirmability. The findings indicate three stages of teacher development: (a) Awareness and behavior formation stage, which involves training needs analysis, learning design, access to self-contained material centers, teacher motivation, moral and material support, performance assessment, Yaumiyah, Tastqif, and Tahfidzul Qur'an programs. (b) The ability transformation stage focused on education quality, the application of independent learning, and learning design. (c) The ability enhancement stage involved IT-based learning and teacher collaboration. The outcomes of teacher development encompassed competence mapping, student mentoring, identification of developmental needs, fostering Islamic personality, nurturing character-driven teachers, employing Student-Centered and Project Learning models, and an increase in teachers' knowledge.

When does it get any easier?: Beginning teachers' experiences during their first year of teaching

Studies of beginning teachers' readiness to teach indicate a range of areas in which these teachers feel nervous about teaching, prior to beginning their first teaching position. Stitdies of the first year of teaching demonstrate that the reality shock of teaching is something that affects beginning teachers in a variety of ways. The literature on the stages of teacher development tells its that the survival stage in teaching can last throughout the whole first year of teaching. This New Zealand stitdy folloivs seven beginning teachers through their first year of teaching and identifies the points at which the teachers began to say, I'm getting on top of it now.

Impact of a functional linguistic approach to teacher development on content area student writing

This paper reports on a study of a teacher development project informed by systemic functional linguistics and its impact on student writing in math and science. The study was conducted with 41 teachers from urban and rural schools enrolled in the project at a university in the US. Data, in the form of survey, interview, instructional planning, classroom observation, and student writing at different stages of teacher development, were analyzed to show impact of the teacher development. The findings indicate that teachers need a functional linguistic perspective to improve their pedagogical practice for teaching writing. A functional approach to teacher development makes an impact on not only development of teachers’ knowledge and skills but also students’ writing performance in the areas of math and science.

I Could Really Focus on the Students

Clinical supervision is practiced across all stages of teacher development to improve instructional behaviors by providing objective feedback, as well as diagnosing and solving instructional problems. Clinical supervision is composed of three elements: planning conference, classroom observation, and feedback conference. Clinical supervision is commonly included in teacher education programs within early field-teaching experiences. As preservice teachers (PTs) deliver lessons, university supervisors observe the lesson and then engage the PTs in a post-lesson feedback conference. When working with PTs during early field-teaching experiences, emphasis is placed on the post-lesson feedback conference. Clinical supervision is provided via multiple means, methods, or techniques, including mentoring, self-assessment, cognitive coaching, peer consultation and coaching, professional learning communities, and video stimulated recall. The focus of this article will be on two supervisory methods — on-site collaboration and video stimulated recall (VSR). The purpose of this article is to identify PTs' perspective of both supervisory techniques and discuss the benefits and drawbacks of each. Based on student voices, the article will also provide suggestions for effectively implementing VSR in a teacher-education or student-teaching program.

Learning Across A Lifetime of Learning: Stages of Teacher Development

This study presents a conceptual framework for examining the developmental stages of teachers and illustrates the differences found in student teachers as they develop. The research illustrates how by assessing a teacher candidate’s own perception of importance, mastery, and desire to improve, an instrument can be used to prioritize needs at different points of a teacher’s career as well as identify stages of development. The statistical data, analysis, and interpretation of a study utilizing the Teacher Need Assessment Questionnaire (TNAQ) with teacher candidates is displayed.

Identifying Concerns of Preservice and In–service Teachers in Agricultural Education

Teacher educators have the task of identifying skills most needed by pre–service teachers and in–service teachers. The purpose of this study was to describe teacher concerns over different stages of teacher development. A three–part instrument consisting of a teacher concerns statement, a Likert–type scale of concerns and demographic data was given to three groups. The groups consisted of early career teacher education students (N = 40), advanced teacher education students (N = 15), and teachers who had completed their first year of teaching and were just beginning their second year (N = 22). The results of this study indicate concern levels do change over time and there is a distinct shift in both the level and type of concerns across these three groups. This shift may allow for agricultural education courses and in–service programming to be more uniquely designed to address the specific needs and concerns of our educational clientele.

Encouraging teacher development through embedding reflective practice in assessment

Learning to become a teacher is a developmental process, part of which is learning to become a reflective practitioner. The authors have implemented a structured approach to developing the habits of critical reflection, the purpose of which is to guide their university students (who are pre-service teachers) to progress through the stages of teacher development and to facilitate self-motivated professional growth. Their attempts to incorporate into these pre-service teachers' learning the ‘practice’ part of reflective practice have included the development of different kinds of practical and applied tasks. In turn, their attempts to incorporate the ‘reflective’ part of reflective practice have involved the embedding in assessment activities of different scaffolds for metacognitive reflection. Their innovative processes of embedding reflection in assessment have been guided by Dewey's and Schön's views of reflection, their own views of the teacher education process, and Brookfield's conception of ‘critical lenses’ which can be used as a scaffold to structure professional growth and development.

Teacher Induction: Does Scotland's Approach Stand Comparison?

The 2-year probationary experience of new teachers was described by the McCrone Report as scandalous and led to the development of an induction standard (as part of an emerging framework or continuum of standards for various stages of teacher development) with related structures of support for beginner teachers in Scotland provided by schools and Education Authorities. The approach adopted by the Evidence for Policy and Practice Information and Co-ordinating Centre review of the international literature since 1998 on teacher induction offers a lens through which to review developments in Scotland. Hastily implemented but generally regarded to be a success by the General Teaching Council for Scotland and the Scottish government, how do the Scottish developments measure up?

Dual-Language Student Teachers' Classroom-Entry Issues: Stages Toward Gaining Acceptance

This case study examines how three dual-language student teachers gain entry in their student-teaching experience. They confront the challenges of meeting the expectations of their cooperating teachers and field supervisors, become familiar with their students' academic strengths and weaknesses, and deliver effective classroom instruction. Each of the student teachers was observed to move through three stages of teacher development: (a) gaining entry, (b) acquiring competence, and (c) gaining acceptance. Throughout the study, the student teachers examine the influences of their varied cultural experiences, native and non-native language issues, and their role as the instructional leader in their student-teaching setting.

A New Professionalism? Becoming a Chartered Teacher - part I

A national framework of continuing professional development (CPD) for teachers in Scotland has emerged since the McCrone Inquiry. The CPD Framework is intended to help teachers to identify and access relevant, high–quality development opportunities that enable them to realise their full potential. There is now a professional standard for each of the key stages of teacher development. The most recent is the Standard for Chartered Teacher (SCT). Access to the programme is open to all teachers at the top of the main salary grade who have maintained a CPD portfolio. The Chartered Teacher Programme, both academically validated, by universities, and professionally accredited, by the General Teaching Council for Scotland, has been available since August 2003. This article reviews the development of the SCT, locating it within the framework for CPD and focusing particularly on the key underpinning principles and examines how one Chartered Teacher Programme consortium progressed its proposals so that the Programme was available to commence. The reactions of the initial group of participants in the first year of the Programme are reviewed.

Planning and the First Year of Teaching

Abstract A case study was conducted of the changes that took place in the way a teacher planned and thought about planning during the course of the first year of teaching. Responses to common problems and issues that arise in developing teaching expertise were explored using the four stages of teacher development suggested by Ryan. The paper concludes with a brief discussion of the implications of the study for teacher education.