III OPSOMMING V LIST OF FIGURES XI LIST OF TABLES XIII LIST OF ACRONYMS AND ABBREVIATIONS XIV CHAPTER

The professional development of natural sciences teachers : possibilities of a community of practice

Understanding of Self-Confidence in High School Students by George P. Ballane Project Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University February 2019

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Understanding of Self-Confidence in High School Students

This study aimed to identify the challenges facing teachers in their professional development across the primary, post-primary and tertiary educational sectors. Through the literature six main areas of investigation were identified: motivation, 21st century competencies, peer coaching, knowledge-sharing, professional learning communities and measurement/ assessment.

The data was collected through 12 semi-structured interviews with teachers across the three sectors. A thematic analysis of the data was conducted. A number of themes were extracted, for example: environment, systems, culture and time. The findings of the study are discussed through interpretation of teacher’s experiences.

The results identified challenges around individualistic work cultures, lack of purposeful systems of measurement, trust and fear issues, all of which were underpinned by time constraints. It was observed that there were more organisational structures at tertiary level. There was more commonality between primary and post-primary sectors. Despite the differences all three sectors have common challenges, such as effective knowledge-sharing and timely measurement to inform effective 21st century professional development.

What Types of Challenges are Teachers Facing with 21st Century Professional Development

The article examines issues related to the professional development of teachers. The presented material is structured according to four main themes: teacher self-assessment of their professional competence; their attitude toward traditional forms of training; their participation in events organized by the educational community and associations; and a structural analysis of the motivations that prompt teachers to pursue professional training depending on how the teacher assesses their social position.

V.S. Sobkin

Papers

On Teacher Professional Development: Improving Professional Qualifications and Membership in Professional Teacher Communities