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Section archive - Professional Development

Page 26/39 384 items
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251
Nigerian Inservice Teachers' Self-Assessment in Core Technology Competences and Their Professional Development Needs in ICT
Authors: Aduwa-Ogiegbaen Sam E. O.
This study was a survey designed to engage postgraduate inservice teachers from selected universities in the south-south geopolitical zone of Nigeria in selfassessment of core technology competence. 238 teachers participated in the study. The study was also designed to determine the professional development needs of the inservice teachers and their preferred mode of professional development. Results revealed that the majority of the inservice teachers lacked competencies in core technology areas.
Published: 2009
Updated: Jan. 12, 2010
252
Teachers as Professionals and Teachers’ Identity Construction as an Ecological Construct: An Agenda for Research and Training Drawing upon a Biographical Research Process
Authors: Lopes Amélia
This article aims to present the construction of teacher identity as a subjective dimension of the process of teacher professionalisation, viewing it as an ecological construct. To this end, the article presents the results of research carried out during the 1990s and the early twenty-first century, in order to shed some light on the dynamics inherent to each of the levels of analysis and the interactions which are established between them. The article concludes with a discussion of the advantages of this approach for teacher training and research.
Published: 2009
Updated: Jan. 12, 2010
253
Towards Collective Work and Responsibility: Sources of Support within a Freedom School Teacher Community
Authors: Jackson Tambra O.
Alternative and parallel schooling contexts provide educational experiences for U.S. K–12 students grounded in notions of social justice and culturally responsive teaching. College-aged young adults known as “servant-leader interns” are the teachers in this context. In this article, the author examines the nature of the various ways in which servant-leader interns were supported in their development as teachers both at the national training institute and at their local site.
Published: 2009
Updated: Dec. 23, 2009
254
Learning for Professional Life: Student Teachers' and Graduated Teachers' Views of Learning, Responsibility and Collaboration
Authors: Abrandt Dahlgren Madeleine, Hammar Chiriac Eva
The focus of this study is on how final-semester students and newly-graduated teachers experience the formal objectives of teacher education, with a particular view of the concepts of learning, responsibility and collaboration.
Published: 2009
Updated: Dec. 21, 2009
255
Conceptions and Knowledge about Childhood in Initial Teacher Training: Changes in Recent Decades and Their Impact on Teacher Professionality, and on Schooling in Childhood
Authors: Pereira Fátima
This paper looks at changes in the conceptions of childhood in recent decades, and their contribution to the understanding of the sociabilities and subjectivities that are moulded in school, and how these relate to teachers' initial training. The results are given of a study on conceptions of childhood, expressed in or related to the initial training of teachers in the 1st Basic Education Cycle (CEB), in Portugal since April 1974.
Published: 2009
Updated: Dec. 21, 2009
256
Further Education Teachers' Accounts of Their Professional Identities
Authors: Jephcote Martin, Salisbury Jane
This study of further education teachers, conducted over a two-year period, captures the realities of their working lives and, in particular, draws attention to how teachers reconcile competing pressures. The study draws on a variety of data including ethnographic observation, journals and biographical accounts to indicate the nature of their fractured professional base that leaves them open to exploitation.
Published: 2009
Updated: Dec. 16, 2009
257
Teachers Learning How to Learn
Authors: James Mary, McCormick Robert
School pupils learning how to learn (LHTL), aimed at helping them develop learning autonomy, requires teachers to develop new classroom practices. Hence teachers LHTL is equally important. The TLRP ‘Learning How to Learn in Classrooms, Schools and Networks’ project researched how practices were developed by teachers in 40 primary and secondary schools in England. A key factor was teachers' own engagement in collaborative classroom-focused inquiry. There were strong statistical relationships between school policy, teachers' professional learning and their capacity to promote learning autonomy in their pupils.
Published: 2009
Updated: Dec. 16, 2009
258
Connecting Religion and Teacher Identity: The Unexplored Relationship between Teachers and Religion in Public Schools
Authors: White Kimberly R.
This article uses literature on religion, multiculturalism, teacher identity, and popular culture to connect teachers' private religious identifications to their professional identities in public school classrooms. It supports future research in this area and provides a theoretical framework for subsequent studies.
Published: 2009
Updated: Dec. 09, 2009
259
The Hierarchy of Strengths: Their Relationships with Subjective Well-Being among Chinese Teachers in Hong Kong
Authors: Chan David W.
This study investigated the hierarchy of strengths in a sample of 228 Chinese prospective and in-service teachers in Hong Kong. Teachers who reported greater life satisfaction, experiencing more positive and less negative emotions tended to be those with higher levels of emotional strengths and strengths of hope and zest.
Published: 2009
Updated: Dec. 09, 2009
260
Teachers' Social Class, Professional Dispositions and Pedagogic Practice
Authors: Hoadley Ursula, Ensor Paula
Through theoretically driven case studies, the research reported here considers the ways in which students in different social class settings are inducted into school knowledge. The paper brings to the centre the social class positioning of teachers in considering their role in schooling processes. The central question of the paper is whether the authors can establish a relationship between teachers' own social class backgrounds, their professional dispositions and their pedagogic practice.
Published: 2009
Updated: Dec. 09, 2009
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