professional development for teachers
Recently Published Documents

Microteaching is a way of doing professional development for teachers wanting to incorporate new evidence-based and high-leverage practices into their instructional toolboxes. Given how much work is required in teaching and the limited time professionals have available, microteaching is an accessible process that supports instructional improvement by practicing evidence-based and high leverage strategies. Professionals, working with a small group of peers, engage a four-phase process that includes planning, enactment of a strategy, as well as individual and group reflection. Professionals use the opportunity to explore a teaching strategy that is responsive to student needs in the context of critical friends. Having an opportunity to try it out before introducing it in the classroom can be a valuable way to work out bugs, discover aspects that need development, and build a sense of efficacy. Microteaching is a way to support collegial growth by seeing into each other’s classroom practice.

In recent years, extensive research has been conducted on the management of inclusive education. Globally, ensuring equal educational opportunity for all continues to be a significant challenge, and inclusive education continues to be a complex issue. In regard to inclusive education, teachers’ perception, to our knowledge, is surprisingly understudied in the Indonesian context. Therefore, this paper aimed to investigate teachers’ perceptions of inclusive education in Indonesia. This study, which enrolled a total of 157 teachers as research subjects, adopted a quantitative approach and collected data via a questionnaire. The collected data were descriptively analysed through descriptive statistics, which was performed using IBM SPSS Statistics Version 25 for Windows, summarising responses of participants to the questionnaire items. The findings indicate that this current study has finally unravelled teachers’ perceptions of inclusive education in Indonesia. They have a positive perception of inclusive education regardless of their demographic backgrounds. The findings also imply that it is crucial to continue and expand teacher education as inclusive education is still in its infancy. Professional development for teachers to improve their knowledge of inclusive education, benefiting all students, is required. Suggestions with recommendations for future research are also discussed.

Numerous studies in different countries find evidence for high rates of teacher turnover, leading to shortages and potential quality issues. Job satisfaction is found to be an important antecedent of turnover. In this study, we investigate the impact of various aspects of professional development for teachers (as well as interactions of these aspects) on job satisfaction. The main goal is to disentangle the interactions between need for and participation in professional development activities, allowing more detailed and precise analyses that may lead to a better substantiated understanding of the mechanisms at work. We use data from the 2018 wave of the OECD’s Teaching and Learning International Survey (TALIS). The hierarchical data structure of teachers nested in schools, nested in regions requires the use of appropriate estimation techniques: multilevel or hierarchical linear modelling (HLM). We find a significant positive relationship between job satisfaction and need for professional development for teaching diversity and special needs, which is (negatively) moderated by the number of professional development activities a teacher had participated in. Another indicator, measuring the need for professional development in subject matter and pedagogy, shows a significant negative relationship with job satisfaction and is (positively) moderated by the amount of professional development.

Youth are spending less time outdoors compared to previous generations. Because youth spend much of their time in school, teachers can provide the critical linkages that introduce students to nature. Unfortunately, teachers often lack access to standards-based STEAM curricula focused on natural resources, do not feel comfortable taking their students outside, and may not be knowledgeable about how to incorporate nature into the classroom. Addressing the nature deficit disorder facing today’s youth and the lack of professional development for teachers requires involvement from Extension (agriculture and natural resources specialists, health and human science educators) and natural resources professionals.

Teachers working in rural areas need professional and teaching skills support. This study was conducted at the Lower Secondary (NTLS) School in Ha Noi. This research pointed out 2 issues of policy of Professional Learning Communities to the teachers and the professional development for teachers towards PLCs at NTTS. This paper shows how to implement policies regarding the professional development of teachers in the NTLS. The results show that the NTLS has performed professional development work such as directing the development and implementation of school education plans and professional training activities. PCLs is the target of the teachers at NTTS developing teaching profession.

This study seeks to identify attitudes towards mathematics and teaching practices that develop positive attitudes towards mathematics among students of the joint first year at the Saudi Electronic University, from the students’ perspective. The validity and reliability of the instruments were confirmed. The scale of attitudes toward mathematics was applied to (489) In addition to that, (202) were interviewed to identify the teaching practices that develop positive attitudes towards mathematics. The study has found that the attitudes of joint first year students towards mathematics was neutral. It also found that all teaching practices included in the interview had a high approval rate by the students. The study recommendations highlighted the importance of professional development for teachers to master these teaching practices and encourage them to utilize them in their teaching.

This research (the second part of a 2-part study) sought to investigate selected high school teachers’ knowledge and use of a problem solving approach to mathematics teaching and learning. It also examined the challenges that they experienced in implementing this pedagogical approach. A survey research design was used for this research whereby data were collected using a questionnaire with closed- and open-ended items. Thirty-one high school teachers from Jamaica participated in the study. The findings indicated that the teachers generally used a problem solving approach during instruction very regularly and felt extremely competent when using the approach. Some of the most frequently reported challenges included students’ lack of interest and tenacity in solving problems; teachers’ heavy workload; and the time consuming nature of the approach. One key recommendation to address the challenges raised is implementation of professional development for teachers to guide them in effectively incorporating problem solving as a teaching/learning approach in the mathematics classroom.

AbstractBased on a cross-case analysis of the studies presented in this book, this study concludes that during the COVID-19 pandemic, universities engaged with school systems and school networks to sustain educational opportunity. They did so through entrepreneurial educational innovation in ways which helped integrate their research, teaching, and outreach functions. This finding speaks to the nature of universities as learning organizations, open to their external environment, not just to respond to changes in it, but to shape it.This chapter identifies seven innovations that universities advanced in their collaborations with schools: Research and analysis to support decision-makers in formulating strategies of educational continuity (outreach and research). Advancing knowledge based on research in schools in the context of the pandemic (research). Instructional and technological resources and online platforms for students and teachers, including efforts to support connectivity (outreach and teaching). Professional development for teachers, education administrators, and parents (outreach). Highlighting the importance of attention to socio-emotional support for students (outreach). Organizational learning and innovation (synergies among research, teaching, and outreach). Innovations in teaching: Engaging university students in these collaborations with schools (teaching). These seven innovations include products, solutions, processes, and managerial improvements, and for the most part they are evolutionary innovations and, in some cases, revolutionary.These collaborations were facilitated by and, in turn, reinforced three institutional processes supportive of outreach: University mission and strategy Collaboration and institutional integration Structures and preexisting collaborations with schools