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9 results on '"professional needs"'

1. Early career teachers' expansion of professional learning networks with social media.

Author

Staudt Willet, K. Bret

Subjects
*EDUCATION research, *PROFESSIONAL education, *CAREER development, *EMPLOYMENT, *TEACHER development
Abstract

Early career teachers (ECTs) face numerous challenges during their transition from preparation programmes into professional employment contexts. Social media platforms have created many new opportunities for teachers' ongoing professional learning by putting them in contact with other teachers from anywhere in the world. However, being connected to more people also means that ECTs must navigate an increased number of potentially conflicting messages about what and how to teach. Thus, entering the profession presents ECTs external conflicts as they adjust to new colleagues and internal conflicts as they encounter cognitive dissonance between old and new ideas. This study explores how and why ECTs expand professional learning networks (PLNs) – that is, the supports, people and spaces useful for improving teaching and learning – with social media in response to early career challenges. Interviews with nine ECTs demonstrate that they expand PLNs to navigate change, scarcity of resources and conflicting teaching beliefs. Interviewees use social media to look for supports for instructional practise and for connecting socially, but they also described how they maintain boundaries around their social media use. Implications are discussed for ECTs, administrators and education leaders – especially regarding how stakeholders can help alleviate early career pressures on ECTs. [ABSTRACT FROM AUTHOR]

Published
2024
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2. ДИАГНОСТИКА И РЕАЛИЗАЦИЯ ПРОФЕССИОНАЛЬНЫХ ПОТРЕБНОСТЕЙ СЕЛЬСКИХ УЧИТЕЛЕЙ РУССКОГО ЯЗЫКА И ЛИТЕРАТУРЫ КАК ОДИН ИЗ ОСНОВНЫХ ФАКТОРОВ ПОВЫШЕНИЯ КАЧЕСТВА ОБРАЗОВАНИЯ

Author

Құрманқұлова, Ә., Киынова, Ж., and Оналбаева, А.

Abstract

Copyright of Journal of Educational Sciences (2520-2634) is the property of Al-Farabi Kazakh National University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Published
2022
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3. Teacher Professional Development in Russia and Kazakhstan. Evidence from TALIS‑2018

Author

Elena Chernobay and Dilyara Tashibaeva

Subjects
school, professional development, teacher, mentoring, beginning teacher, induction, professional needs, barriers to professional development, talis, Education (General), L7-991
Abstract

The results of the Teaching and Learning International Survey (TALIS‑2018) of teachers and school leaders are used to compare the teacher professional development systems in Russia and Kazakhstan. In particular, comparative analysis concerns the induction and mentoring programs for beginning teachers, the mechanisms of teacher professional learning, teachers’ needs for professional development, and barriers to the latter. TALIS‑2018 involved over 4,000 teachers from 230 schools in Russia and over 6,000 teachers from 331 schools in Kazakhstan. Two-stage probability (random) sampling allows extrapolating the survey results to the whole population of schools and school teachers in every TALIS participating country. It was established that neither Russia nor Kazakhstan engaged in monitoring or assessing the mechanisms of support for young and beginning teachers, and teacher evaluation did not require completing an induction or mentoring program. Development of mechanisms to ensure that professional learning programs satisfy teachers’ needs is a promising avenue for improving the system of teacher professional development. For this purpose, teachers in both countries are offered vouchers allowing them to choose professional development programs at their discretion. Overall, teachers’ needs for professional development are similar in Russia and Kazakhstan, as are barriers to their satisfaction. Those needs should always be considered when updating the learning standards and curricula, especially with regard to such increasingly important aspects of teaching as critical thinking and the use of digital technology. Particular attention should be paid to the development of special education teacher skills.

Published
2020
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4. Professional Needs of Doctoral-Level Students and Early Career Professionals in School Psychology.

Author

Grapin, Sally L., Gelbar, Nicholas W., January, Stacy-Ann A., Reinhardt, Jessica S., Ochs, Sarah, Peterson, Lisa S., and Grossman, Julie A.

Subjects
SCHOOL psychology, PROFESSIONAL schools, PROFESSIONAL education, SCHOOL psychologists, INTERPERSONAL relations, DIVERSITY in the workplace
Abstract

In light of persistent workforce shortages, school psychologists must support the professional growth and well-being of graduate students and early career professionals (ECPs) in their field. This exploratory study examined the self-reported needs, interests, and challenges of doctoral-level ECPs and graduate students in school psychology. Participants were 87 ECP members (n = 55) and student affiliates (SAs; n = 32) of Division 16 of the American Psychological Association (APA D16). A brief online survey assessed their interest in a variety of professional development topics, conference programming formats, and other resources (e.g., webinars and Internet articles). Participants also responded to open-ended items assessing professional challenges as well as organizations accessed outside of APA D16. Whereas ECPs in faculty positions expressed the most interest in research-related professional development, ECPs in practice and SAs expressed the greatest interest in practice-oriented programming. Both ECPs and SAs valued symposia, informal sessions, brief Internet articles, and webinars as forums for professional support. Finally, ECPs and SAs noted challenges related to interpersonal relations in the workplace, diversity and multiculturalism, and pre-doctoral and post-doctoral training. The results of this study suggest that school psychology professional organizations have a significant role in supporting ECPs and SAs with a range of developmental tasks and professional challenges. Moreover, these organizations can support ECPs and graduate students by providing concise and time-efficient conferencing programming (< 3-h trainings) as well as a variety of accessible digital resources (e.g., webinars and Internet articles). [ABSTRACT FROM AUTHOR]

Published
2021
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5. An investigation of perceived professional needs of Turkish English language teachers

Author

Kilinç, Ayşe Nur, Kırmızı, Özkan, and İngiliz Dili ve Edebiyatı Ana Bilim Dalı

Subjects
Foreign language teaching, Professional competence, English, Eğitim ve Öğretim, Education and Training, Teachers, Professional needs, Professional development, Foreign language, Needs, Sufficiency
Abstract

Son 20 yıl boyunca, Milli Eğitim bünyesinde çalışan öğretmenlerin mesleki gelişimleri ve sürekli mesleki gelişim terimi teknoloji, bilim, eğitim gibi alanlardaki değişimlerle birlikte önem kazanmıştır. Bu nedenle öğretmenlerin öğrencilerin beklentilerini ve ihtiyaçlarını karşılayabilmeleri için mesleki yeterliliklerini ve becerilerini aynı zamanda kişisel becerilerini geliştirmeleri beklenilmektedir. Mesleki gelişim süreci, meslektaşlarıyla görüş alışverişi, mesleki alanlarıyla alakalı kişisel okumaları gibi öğretmenlerinin bizzat kendileri yürütebileceği gibi resmi takvimle belirlenmiş seminer ve konferanslar yoluyla Milli Eğitim Bakanlığı da yürütebilmektedir. Hizmet içi eğitimlerin hazırlanmasında ve sürekli mesleki gelişim sağlanabilmesi için MEB'in bünyesinde çalışan öğretmenlerin mesleki ihtiyaçlarının belirlenmesi gerekmektedir. Bu çalışmada MEB bünyesindeki İngilizce öğretmenlerinin mesleki ihtiyaçları belirlenmeye çalışılmıştır. Bu çalışma Türkiye'nin farklı şehirlerinde görev yapan İngilizce öğretmenleriyle gerçekleştirilmiştir. Çalışmaya katılan öğretmenlerin yaklaşık yarısı 1 ve 6 yıl arsında tecrübeye sahiplerdir. Veriler 'İngilizce Öğretmenleri İhtiyaç Anketi' kullanılarak toplanmıştı ve IBM SPSS Statistics 22 veri analiz programı kullanılarak analiz edilmiştir. Analiz sonuçları İngilizce öğretmenlerinin hangi mesleki alanlarda ihtiyaçlarının olduğu ve mesleki ihtiyaçlarında demografik bilgiler açısından anlamlı bir farklılık olup olmadığı incelenmiştir. Sonuçlara göre en fazla ihtiyaç duyulan ilk üç mesleki ihtiyaç alanları sırasıyla 'rehberlik ve özel eğitim bilgisi', 'İngilizce öğretimi alan bilgisi', ve 'öğretmenlik meslek bilgisi'dir.Anahtar Kelimeler; öğretmen mesleki gelişimi, öğretmen yeterliliği, İngilizce öğretmeni etkililiği, İngilizce öğretmenlerinin mesleki ihtiyaçları Throughout the last two decades, in-service teacher professional development and the term of 'continuing professional development (CPD)' gain importance with shifts in several fields such as technology, science, education. Therefore, teachers are expected to improve their professional competence and skills and personal skills in order to meet learners' needs and expectations. The professional development process is carried out by both teachers in an informal way such as sharing experience with colleagues, reading about personal professional development and the Ministry of National Education in a formal way such as conference, seminars. The needs of in-service teachers are important to enhance training or development programs for teachers.This study aims to investigate the professional needs of in-service English language teachers. The study was conducted with 163 in-service EFL teachers from different parts of Turkey. Approximately half of participants have between 1 and 6 years of experience. The data was collected through the instrument 'Questionnaire of the In-service English Language Teachers' Needs'. The data was analyzed with IBM SPSS Statistics 22. The results were discussed in regard to the questions what professional area EFL teachers have a need and whether there are any significant differences about professional needs in terms of demographic information or not. According to results, the first three of the most highly rated professional needs area are respectively 'counselling and special education knowledge', 'English language teaching knowledge', and 'professional teaching knowledge'. Keywords; teacher professional development, teacher competence, English language teacher effectiveness, professional needs of English language teachers 102

Published
2019

6. Bir lider olarak okul müdürünün öğretmenlerin mesleki gelişimine katkısı

Author

Bilge, Bekir, Aslanargun, Engin, Toplam Kalite Yönetimi Ana Bilim Dalı, and Bilge, Bekir

Subjects
Aday Öğretmen, Mesleki gelişme, Mesleki ihtiyaçlar, Occupational success, Leaders, Okul Müdürü, Mesleki Gelişim, School Principal, Müdürler, Okul yöneticileri, Öğretmenlik, Education and Training, Doğrudan Destek, Directors, Mesleki başarı, Yönetici etkililiği, Professional Development, Indirect Support, Motivation, Dolaylı Destek, Teacher, Teaching, Eğitim ve Öğretim, Professional needs, Professional development, Manager effectiveness, School administrators, Liderler, Motivasyon, Öğretmen, DirectSupport, Prospective Teachers
Abstract

Bu çalışmanın amacı Düzce ilinde okul müdürlerinin öğretmenlerin mesleki gelişimlerine yaptıkları katkının ne olduğunu ortaya çıkarmaktır.Bu çalışma için 28 maddeye sahip olan Likert tipi bir ölçek geliştirilmiştir ve Düzce ilinde rastgele belirlenen ilkokul, ortaokul ve liselerde görev yapan öğretmenlere uygulanmıştır. Çalışmanın yapıldığı sırada Düzce ili genelinde 3617 öğretmen görev yapmakta iken 725 öğretmenin(tüm öğretmenlerin yaklaşık yüzde 20'si) ölçeği cevaplaması sağlanmıştır. Bu çalışma ile öğretmenlerin mesleki gelişimlerine, okul müdürlerinin katkısının ne ve ne düzeyde olduğu ortaya konulmaya çalışılmıştır. Ölçek geliştirilirken birbirinden farklı iki uygulama yapılmıştır. Birinci uygulamadan elde edilen verilere açımlayıcı faktör analizi yapılmıştır ve ölçeğin üç boyutlu yapıda olduğu görülmüştür. İkinci uygulama sonucunda ise ölçeğin üç boyutlu yapısı doğrulayıcı faktör analizi ile doğrulanmıştır. Bu boyutlar `Doğrudan Destek`, `Dolaylı Destek` ve `Aday Öğretmen` olarak isimlendirilmiştir. Doğrudan destek boyutunda, okul müdürlerinin öğretmenlerin mesleki gelişimlerine doğrudan etki eden katkıları ile ilgili Maddeler bulunmaktadır. Dolaylı katkı boyutunda, okul müdürlerinin öğretmenlerin mesleki gelişimlerine dolaylı yollardan etki eden katkıları ile ilgili Maddeler bulunmaktadır Aday öğretmen boyutunda ise, okul müdürlerinin aday öğretmenlerin mesleki gelişimleri ile ilgili Maddeler bulunmaktadır. Uygulanacak testlerin belirlenmesi için yapılan analizde verilerin normal dağılmadıkları görülmüştür. Bu yüzden verilere Mann Whitney U testi ile birlikte Kruskal-Wallis testleri uygulanmıştır. Yapılan analizlere göre öğretmenlerin bakış açısından okul müdürlerinin öğretmenlerin mesleki gelişimlerine katkısının anlamlı olarak farklılaştığı tek değişkenin okul türü olduğu görülmüştür. İlkokul, ortaokul ve liselerde görev yapan okul müdürlerinin öğretmenlerinin mesleki gelişimlerine katkılarının öğretmenlere göre anlamlı olarak farklılaştığı, diğer değişkenlere göre ise (cinsiyet, yaş, kıdem, branş) anlamlı bir farklılığın olmadığı çalışma neticesinde ortaya konulmuştur.Anahtar Kelimeler: Öğretmen, Okul Müdürü, Mesleki Gelişim, Doğrudan Destek, Dolaylı Destek, Aday Öğretmen The porpose of this study is to reveal what is the school principals contribution to the teacher's professional development in Duzce. A Likert type scale which has 28 items were developed for this study and it was applied to teachers that determined randomly schools in Düzce. 3617 teachers were working during the study in Düzce and 725 teachers –almost 20% of all teachers- answered the scale. The data obtained from this study were analyzed and results interpreted. With this study what and what level of principals contribution to the teacher's professional development has tried to put forward. While the scale development two administrations were made different from each other. Exploratory factor analysis was conducted on data obtained from the first administration and as a result of analysis it was found that scale has three factor. After second administration the three-factor structure of scale was confirmed with confirmatory factor analysis. These factors was called `Direct Support`, `Indirect support` and `Prospective Teachers`. There are sentences about principals direct contribution to the teacher's Professional development in direct support factor. There are sentences about principals indirect contribution to the teacher's Professional development in indirect support factor. Also there are sentences about principals contribution to the prospective teacher's Professional development in prospective teachers factor. It was found that data shown non-normal distribution before to choose which tests to apply. So Mann Whitney U and Kruskal-Wallis tests were applied to test. According to the analysis a significant difference was detecdet in the variable type of school. A significant difference wasn't detected in the other variables.Keywords: Teacher, School Principal, Professional Development, DirectSupport, Indirect Support, Prospective Teachers 125

Published
2015

7. The process of construction of the teacher’s professional and pedagogical needs : An exploratory study

Author

González, Pedro Francisco

Subjects
Necesidades Pedagógicas, Professional Development, Modelos Pedagógicos, Desarrollo Profesional, Pedagogical Model, Pedagogical Needs, Professional Needs, Necesidades Profesionales
Abstract

En este artículo se presentan y discuten los resultados de un trabajo de investigación cuyos objetivos consisten en caracterizar los diversos factores y dimensiones que se relacionan con el proceso de construcción de las necesidades profesionales y pedagógicas de un grupo de maestras del 1º ciclo de Enseãnza Básica (alumnos con edades de 6 a 9 años) en Portugal. Las prácticas pedagógicas de estas profesoras se encuadran en el modelo pedagógico del Movimiento de la Escuela Moderna, de larga tradición en Portugal, que ha venido siendo construido y reconstruido por los propios profesores, durante los últimos 40 años, a través de un proceso de reflexión-práctica-reflexión, siendo los momentos reflexivos realizados entre compañeros de profesión. Los resultados indican que estos profesores utilizan como referencia la estructura o modelo pedagógico en su desarrollo profesional y en la construcción de sus prácticas. Los profesionales de la educación que entrevistamos evidencian que van construyendo necesidades pedagógicas y profesionales en un ambiente de reflexión crítica contextualizado por el modelo del MEM. Esta contextualización enriquece el proceso de definición de necesidades brindándole referencias estructurantes a la luz de la filosofía subyacente. Los profesores, objeto de nuestro análisis, toman parte activa en la construcción y reconstrucción de las estrategias y conceptos que constituyen el marco pedagógico que referencia su práctica pedagógica. Tienen consciencia de su participación en esa construcción e reconstrucción a través del análisis crítico permanente al que someten a los mismos utilizando como herramienta la reflexión sobre su práctica pedagógica. ABSTRACT: In this paper we discuss the results of a research which objectives are related with the process of construction of pedagogical and professional needs of three teachers of the elemental school in Portugal. Their pedagogical practices are framed by the model of teaching called Modern School, with long tradition in Portugal. The results show that these teachers develop their practices with references to the structure of that pedagogical model. These professionals construct their pedagogical and professional needs in the reflexive context of the pedagogical model of Modern School. This environment enriches the process of definition of needs giving references of a structure and coherence. These teachers take active part in the construction and reconstruction of strategies and concepts that underlie their practices. They have conscience of their participation in that construction and reconstruction through the critical analyse on their practice which strengthen their professional development. info:eu-repo/semantics/publishedVersion

Published
2009

8. El processo de construcción de las necesidades profesionales y pedagógicas de los profesores : Un estudio exploratorio

Author

Pedro Francisco GONZÁLEZ

Subjects
desarrollo profesional, Necesidades Pedagógicas, Professional Development, necesidades pedagógicas, Professional Needs, Necesidades Profesionales, Modelos Pedagógicos, Desarrollo Profesional, necesidades profesionales, Pedagogical Model, modelos pedagógicos, Pedagogical Needs, lcsh:L, lcsh:Education
Abstract

En este artículo se presentan y discuten los resultados de un trabajo de investigación cuyos objetivos consisten en caracterizar los diversos factores y dimensiones que se relacionan con el proceso de construcción de las necesidades profesionales y pedagógicas de un grupo de maestras del 1.º Ciclo de Enseñanza Básica (alumnos con edades de 6 a 9 años) en Portugal. Las prácticas pedagógicas de estas profesoras se encuadran en el modelo pedagógico del Movimiento de la Escuela Moderna, de larga tradición en Portugal, que ha venido siendo construido y reconstruido por los propios profesores, durante los últimos 40 años, a través de un proceso de reflexión-prácticareflexión, siendo los momentos reflexivos realizados entre compañeros de profesión. Los resultados indican que estos profesores utilizan como referencia la estructura o modelo pedagógico en su desarrollo profesional y en la construcción de sus prácticas. Los profesionales de la educación que entrevistamos evidencian que van construyendo necesidades pedagógicas y profesionales en un ambiente de reflexión crítica contextualizado por el modelo del MEM. Esta contextualización enriquece el proceso de definición de necesidades brindándole referencias estructurantes a la luz de la filosofía subyacente. Los profesores, objeto de nuestro análisis, toman parte activa en la construcción y reconstrucción de las estrategias y conceptos que constituyen el marco pedagógico que referencia su práctica pedagógica. Tienen consciencia de su participación en esa construcción y reconstrucción a través del análisis crítico permanente al que someten a los mismos utilizando como herramienta la reflexión sobre su práctica pedagógica.

Published
2009

9. Meeting the professional needs of learning support assistants for pupils with complex needs

Author

Lesley Abbott and Roy McConkey

Subjects
Inclusion, Medical education, business.industry, Professional development, Learning Support Assistants, Special needs, Professional needs, Complex needs, Pedagogy, Mainstream, Medicine, General Materials Science, Learning support, Training needs, business, Inclusion (education)
Abstract

Learning Support Assistants (LSAs) in mainstream and special schools are increasingly required to assist teachers with pupils who have complex special needs. This study examined through a questionnaire the perceptions of LSAs (N=154) working in a range of schools as to their training needs and, through interviews, sought the views of the senior school staff and nurses (N=6) on how best pupils with complex needs can be assisted by LSAs. A process model is proposed to enable LSAs to fully support inclusion on schools and to tread a clear pathway towards their professional development. © 2011 Published by Elsevier Ltd.

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