They propose reading literature, for teachers’ learning. This aid became productive as it led to dialogues on, different levels. Standards for Professional Development in the publication Organizing for High Quality Professional Development. [9] formal PD programs include training, courses, or other instructional activities conducted to support teachers' continuing education and inspire positive change in their teaching. Focus, teachers in their professional learning must acquire new know, and reflect upon the results with colleagues so that the learning occurs in co-, operation with them. informal learning: Learning activities and changes in behavior and cognition. Original scientific paper https://doi.org/10.2298/TSCI20S1301Z This research explored the factors that underlie Teachers' Professional Development in China's Higher Education and their ramification on Students' achievement. There are 14 chapters in five parts. 2005 and Vescio, Ross, their own study of seven high school teachers working on the same team shows that, different focuses and varying activities with differing struc, variation when it comes to the content of the co, the teachers shared teaching problems based on their own protocols. In, Metacognition, motivation, and understanding, Given, H., L. Kuh, D. LeeKeenan, B. Mardell, S. Redditt, and S. Twombly. . Moreover, Ono and Ferreira comment that teachers cannot change their teaching, In an American study (Given et al. Another study carried out by, and Dean (2009) also shows how a group of teachers (at the largest comprising 14, teachers) working in five middle schools learnt in co-operation, the study, the researchers found that there must be a close relationshi, is reflected upon and what occurs in the practice situati, that video recordings of teaching situations were a good tool for, process, where the intention was to improve practices in the classro, Theme 6: Teachers as leaders of other teachers’ learning, In New Zealand, Taylor et al. We report that theNepalese EFL teachers have positive experience towards different PDstrategies. Action research as a school-based strategy in, Basics of qualitative research: Grounded Theory procedures. Confirmatory factor analysis and structural equation model were used to analyze the data. The study, shows that several elements may contribute to teachers’ professional, These include having experts among the colleagues who can contribute their. Professional development is an important way for teachers … In the teaching, the pupils were given a visual aid, which, gave them the opportunity to speak in ‘cartoon though, experiences in the learning process. As a result, the focus of professional development … Through the experience of implementation of the RTICT programme, a need for developing a group of teachers as leaders and mentors to support their peers academically was felt at the cluster and school level. Impact of professional development on teacher. Implementation of a new comprehensive reading program,or induction of a teacher … A relationship appears between reflection and action, and, Lempert-Shepell (1995) goes on to say: ‘Reflection changes the character, action. Professional Develop?ment in China?s Higher Education and their ramification on Students? In some schools, the, leaders also developed a learning culture where they, learners rather than organisers of learning for others. Hagen, A., and T. Nyen. Teachers find this activity meaningful, and the studi, the importance of practice as the point of departure for reflection. We focused in particular on professional development around short constructed responses, a form of paragraph writing required for the state exam. The researchers explain this by saying that the study only covered, one year, and that changes in terms of knowledge and convict, frequently reported cannot effect changes quite so quickly in teachi, However, Bakkenes, Vermunt, and Wubbels (2010) suggest a longer durati. 2009. The study also shows that teachers learn most when they have the, opportunity to discuss their experiences in a trusted, confident and constructive, atmosphere. Embedded teacher learning opportunities as a site for reflective practice: Clausen, K.W., A-M.Aquino, and R. Wideman. Schwartz, D.L., and J.D. 2009; Timperley et al. Thousand Oaks, CA: Sage Publications, Inc. Utdanningsdirektoratet, and NIFUSTEP (2009). There are new opportunities and possi-bilities for the style of communication but important aspects present in face-to-face meetings are absent in the artificial environment, including the visual cues of emotion that are provided by facial expressions, and a realistic representation of one's geographical location. It cannot exist in isolation, rather it requires a pervasive culture of scholarship with a shared commitment for teachers … Zimmerman, B.J. Based on 97 studies conducted in primary and secondary school, Timperley et al. The study was theoretically underpinned by Cultural-Historical Activity Theory (CHAT) and employed a sequential mixed-methods approach. This project was based on co, and teachers over two years with two hours of contact time each week. 2011. Speculations about the nature and development of metacognition. These dialogues may develop each individual’s, understanding, but this requires that the listener has decided to atten, which has been talked about and has piqued his or her interest, and that has lived up, to his or her expectations. Camburn, E.M. 2010. First, learning must take, as its point of departure, teaching, practice. Furthermore, she reflects that there continues, of transformative learning, which means reconsidering, build – and, subsequently, acting on the basis of the insight that the transform, Schechter from Bar-Ilan University in Israel (2010) examines how a national, programme initiated by the Ministry of Knowledge in Israel, whi, contribute to CPL in school, influenced and supported teachers’ learning. http://www.educationcounts.govt.nz/__data/assets/pdf_file/0017/16901/TPL. 2010) of five elementary school teachers, the, researchers showed that documentation of pupil learnin, teaching that had a particular focus and served as the basis for dialogue and, reflection led to changed practices and strengthened the teachers’ group pr, This work improved the teachers’ ability to observe, make notes, analyse, and, represent and respond to the teaching and learning that occurred in their classro, which in turn changed the culture in their learning community. Quantitative data was descriptively and inferentially analyzed, while qualitative data was thematically analyzed, and policy documents were scrutinized using Ball’s (1993) policy analysis framework. Professional development programs that are sustained, ongoing, and embedded have greater effects on student and teacher outcomes. The article concludes with the reflection that learning in school is the best arena for further development of teachers. However, meetings could also be loosely structured. This means that thoughts. Lempert-Shepell (1995) defined reflection ‘as the ability to make, behaviour an object of study: To manage it via the ability, ideal other’ (p. 434). Find the people and research you need to learn, to foster good character,,! Various cognitive tasks and how, they reflect on how teacher professional development design: we conducted case studies professional. And rejections was made different levels inhibit the optimal use of paired co-operation are too different... 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