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

doi:10.1080/10609393.2015.1187012

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

Journal Article•DOI•

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

02 Nov 2015-Russian Education and Society (Routledge)-Vol. 57, Iss: 11, pp 991-1017

TL;DR: In this paper, the authors examine issues related to the professional development of teachers and present material structured according to four main themes: teacher self-assessment of their professional competence, 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.

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Abstract: 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.

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Dissertation•

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

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Christa Joline Philander

01 Dec 2018

TL;DR: The list of ACRONYMS and ABBREVI VI, VII, VIII, IX, XIX, XIII, XIV, XVIII, XIV and XVIII CHAPTER as mentioned in this paper

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

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11 citations

Cites background from "On Teacher Professional Development..."

...…identity by encouraging positive changes in teachers’ beliefs, knowledge and practices as required by the National Policy Framework for Teacher Education and Development (Butler et al., 2004; Servage, 2009; Hofman & Dijkstra, 2010; Singh, 2011; Brody & Hadar, 2015; Sobkin & Adamchuk, 2015)....
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...A teacher CoP, which represents “groups of people who share a concern or passion for something they do, and learn how to improve as they interact regularly” (Wenger, 2011:1), offers a conducive platform to effectively facilitate CPTD by allowing a fair degree of teacher autonomy, foster teacher collaboration, overcome teacher isolation, endorse certain styles of teacher practices, prompt self-reflection and contribute to their professional identity by encouraging positive changes in teachers’ beliefs, knowledge and practices as required by the National Policy Framework for Teacher Education and Development (Butler et al., 2004; Servage, 2009; Hofman & Dijkstra, 2010; Singh, 2011; Brody & Hadar, 2015; Sobkin & Adamchuk, 2015)....
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Understanding of Self-Confidence in High School Students

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George Ballane

01 Jan 2019

TL;DR: 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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Abstract: 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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6 citations

Cites background from "On Teacher Professional Development..."

...Similarly, along with traditional forms of professional development training provided on site, educators have individual opportunities to improve their skills by participating in online communities, remote online courses, and teacher associations (Sobkin & Adamchuk, 2015)....
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Dissertation•

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

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Emma Beamish

21 Aug 2019

TL;DR: In this paper, the challenges facing teachers in their professional development across the primary, post-primary and tertiary educational sectors were identified through 12 semi-structured interviews with teachers across the three sectors.

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Abstract: 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.

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4 citations

Cites background or result from "On Teacher Professional Development..."

...This does not support the evidence of Sobkin and Adamchuk (2015) that suggests that online engagement is not an effective tool....
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...As Sobkin and Adamchuk (2015) also identified, the majority of teachers took PD courses specific to their subject areas, as opposed to generalised education information....
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...Sobkin and Adamchuk (2015) noted the subtle change in modern education, which is that teachers are required to make their content more relatable to the student and the world around them, whereas PLCs allow for collaborations locally and globally....
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...Conversely however, the motivation was about the participants’ individual experience and not on exchanging experiences with others and this is contrast to the study of Sobkin and Adamchuk (2015) where they found that teachers were motivated by exchanging collective experiences....
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...What is more, alternative studies have shown that this can also be the case for online courses, in-house PD and other organised educational courses (Sobkin and Adamchuk, 2015)....
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