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Wyszukujesz frazę "teacher professional development" wg kryterium: Temat

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    Wyświetlanie 1-5 z 5
    Tytuł:
    Ethical Competences of Trainers Continuing Professional Development
    Autorzy:
    Skúpa, Michaela
    Šukolová, Denisa
    Pavlov, Ivan
    Powiązania:
    https://bibliotekanauki.pl/articles/1964033.pdf
    Data publikacji:
    2021-03-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    teacher professional development
    trainer
    ethical competencies
    Opis:
    The aim of the study was to determine the level of ethical manifestations in trainers of teacher continuing education and to compare trainers’ self-evaluations with their evaluations by teachers. The same was measured also in trainers of other adult professional training and participants of that type of education. Research involved 262 participants, and ethical competencies were measured using the Questionnaire of Trainers’ Ethical-Humanistic Manifestations by Pavlov and Skúpa (2018). It was found out that the overall level of ethical competencies was high above-average and comparable in both groups of trainers. Trainers of teacher continuing education statistically significantly overestimated themselves in comparison with how teachers perceived them as participants of the continuing professional development. A similar phenomenon was observed also in trainers of other professional training, although less significant. From the point of view of trainees, trainers of teacher continuing development were evaluated in some measured aspects worse than trainers of other professional training.
    Źródło:
    The New Educational Review; 2021, 63; 191-202
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Building teachers’ capacity in formative assessment: the Singapore example
    Autorzy:
    Koh, Kim
    Lim, Lyndon
    Tan, Charlene
    Habib, Mubarak
    Powiązania:
    https://bibliotekanauki.pl/articles/2012196.pdf
    Data publikacji:
    2015-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    formative assessment
    Singapore
    teacher professional development
    Opis:
    The objective of this study is to contribute to the knowledge base of teacher professional development and formative assessment using Singapore as an example. The study was carried out through an exploratory case study in a Singapore school. Our study shows that while the teachers find formative assessment beneficial, they do not have sufficient knowledge of it and face the challenges of heavy workload, time pressure and lack of confidence. The results serve to inform policymakers and educators of the need to provide effective and sustained teacher professional development in formative assessment as well as continual teacher support and collaboration.
    Źródło:
    The New Educational Review; 2015, 40; 211-221
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Teacher Professional Development
    Autorzy:
    Píšová, Michaela
    Powiązania:
    https://bibliotekanauki.pl/articles/28765658.pdf
    Data publikacji:
    2005-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    teacher professional development
    teachers’ careers
    learning to teach – development of professional competence
    stage models of professional development
    novice teachers – experts in the profession
    Opis:
    The text aims to provide a review of recent educational research conducted in the field of teacher professional development in order to contribute to the ongoing discussion concerning both initial and further education of teachers.
    Źródło:
    The New Educational Review; 2005, 7; 171-185
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Research in Progress: CLIL Teachers’ Identity Construction and Negotiation
    Autorzy:
    Hu, Hengzhi
    Powiązania:
    https://bibliotekanauki.pl/articles/11542533.pdf
    Data publikacji:
    2023-06-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    CLIL
    teacher identity
    professional attributes
    professional development
    Opis:
    This brief report presents preliminary findings of a qualitative investigation into five Content and Language Integrated Learning (CLIL) academics’ professional attributes and identities in China. The findings revealed that the participants possessed diverse types of capital essential to CLIL, including human, social, psychological, cultural, identity, and agentic capital, though with mixed controls. The temporality of personal experiences and the social networks surrounding the participants were deemed influential in shaping and negotiating their professional identities. The study concluded with implications for institutional administrators and leaders, who should consider teachers’ development needs, especially their learning, social and psychological needs, to create an academically supportive, emotionally engaging and socially collaborative organisational climate.
    Źródło:
    The New Educational Review; 2023, 72; 244-252
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Verbal and Visual Strategies of Teachers’ Work on Identity
    Autorzy:
    Švaříček, Roman
    Powiązania:
    https://bibliotekanauki.pl/articles/2032555.pdf
    Data publikacji:
    2014-12-31
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    expert teacher
    identity
    professional development
    work on identity
    Opis:
    The paper describes qualitative research which studied six teachers from their professional beginnings to the present position of an experienced - expert - teacher. The research method used is life story, through which the teacher’s career is reconstructed. The key research question is: What strategies of work on identity did a teacher use to become an expert teacher? The most important motor of change and particularly of a teacher’s development was his/her decision and commitment to the development of his/her identity (Pittard, 2003). Snow and Anderson (1987) labelled this process as work on one’s identity. I will discuss only verbal and visual strategies, which the teacher uses to influence the environment at school in general (verbal distancing, gossip, and strategy of uniqueness). The paper concludes with a discussion of how necessary the verbal and visual strategies directed towards the school space are for the teacher’s professional identity. Had they no power, teachers could not influence decision-making processes.
    Źródło:
    The New Educational Review; 2014, 38; 141-151
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-5 z 5

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