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Tytuł:
Prospects of professional development of teachers in light of current changes in the education system
Perspektywy rozwoju zawodowego nauczyciela w świetle współczesnych zmian oświatowych
Autorzy:
Pituła, Beata
Grzyb, Barbara
Powiązania:
https://bibliotekanauki.pl/articles/544238.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet Kazimierza Wielkiego w Bydgoszczy
Tematy:
professional development
teacher
Opis:
This article is an attempt at a more profound reflection upon the conditions of professional development of teachers in Poland in the context of the currently ongoing education reforms. It discusses both the opportunities and threats concerning professional development that result from formal changes and the so-called by-products of professional activity/being an educator.
Źródło:
Przegląd Pedagogiczny; 2019, 2; 121-133
1897-6557
Pojawia się w:
Przegląd Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
A Professional Learning Community as a Factor of the Professional Development of Teachers
Profesjonalna społeczność ucząca się jako kontekst rozwoju zawodowego nauczycieli
Autorzy:
Magrafta, Galit
Powiązania:
https://bibliotekanauki.pl/articles/1070643.pdf
Data publikacji:
2020-11-14
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
professional learning community
professional development
Opis:
The article presents the importance of the professional learning community in the school framework. It discusses the creation of a learning community, its characteristics, advantages, and the challenges in the leadership and establishment of a professional learning community. In addition, the article presents the importance of the introduction of a learning community into educational frameworks and provides a solution to the resources that pertain to the time or systemic flexibility.This article highlights the importance of collaborations, peer learning, and a productive discourse among teacher colleague
Źródło:
Studia Edukacyjne; 2017, 44; 417-426
1233-6688
Pojawia się w:
Studia Edukacyjne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Shaping the Way We Teach English: Potential Effects of a Teacher Professional Development Program on Jordanian EFL Teachers’ Instructional Practices
Autorzy:
Bataineh, Ruba Fahmi
Shawish, Lubna Ahmad
Al-Alawneh, Mohammad Khalid
Powiązania:
https://bibliotekanauki.pl/articles/606028.pdf
Data publikacji:
2019
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Tematy:
instructional performance
professional development
TPDNone
Opis:
Der Band enthält die Abstracts ausschließlich in englischer Sprache.
 This study examines the potential effect of Shaping the Way We Teach English, a teacher professional development program, on Jordanian English as a foreign language (EFL) teachers’ instructional practices. The participants of the study are 20 Jordanian EFL teachers selected from 14 public schools in North Ghour Directorate of Education in the first semester of the academic year 2018/2019. Observations of the participants, along the seven domains of classroom management, language, teaching strategies, learning strategies, assessment strategies, authentic materials, and reflection, were conducted before and after the treatment to determine whether or not the treatment has an effect on the participants’ instructional practices. Descriptive statistics were used to compare the participants’ performance before and after the treatment. The findings revealed that the participants gained on all seven domains of the observation checklist, with statistically significant differences found (at α=0.05) in their instructional practices before and after the treatment, in favor of the latter.  The study concludes with pedagogical implications and recommendations for further research.
L'article contient uniquement les résumés en anglais.
Źródło:
Lublin Studies in Modern Languages and Literature; 2019, 43, 4
0137-4699
Pojawia się w:
Lublin Studies in Modern Languages and Literature
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Importance of supervision in professional development of social workers supporting homeless people
Autorzy:
Joanna, Szymanowska,
Powiązania:
https://bibliotekanauki.pl/articles/952172.pdf
Data publikacji:
2020-04-23
Wydawca:
Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:
supervision
professional development
social workers
Opis:
The article presents the definitions and functions of supervision significant in the area of social work as well as its individual and institutional benefits. It also presents the results of a pilot study concerning the importance of the instrument of supervision in professional development of social workers. The study showed that the respondents most often participated in sessions providing emotional support, and less often in the sessions offering specialist knowledge. The way of carrying out the supervision was convergent with the current needs of the respondents; however, participating in supervision did not have much influence on making professional decisions or their quality.
Źródło:
Praca Socjalna; 2020, 35(1); 104-116
0860-3480
Pojawia się w:
Praca Socjalna
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Design Principles for the Professional Development of Teacher Educators: Illustrations of Narration, Dialogue and Self-study
Autorzy:
de Vries, Bregje
Swennen, Anja
Dengerink, Jurriën
Powiązania:
https://bibliotekanauki.pl/articles/2149003.pdf
Data publikacji:
2020
Wydawca:
Uniwersytet w Białymstoku. Wydział Pedagogiki i Psychologii
Tematy:
Professional Development
Dialogue
Self-Study
Opis:
Teacher education has been recognized increasingly as a profession that fundamentally differs from teaching pupils in schools. This has resulted in teacher educator development programs which address the uniqueness of the profession. In this article we depart from this recognition of teacher education as a profession outlining the specifics of teacher education, and we describe a professional development program for teacher educators run in the Netherlands. We describe its building blocks and three design principles – narrative inquiry, dialogue and self-study – and illustrate their value by examples of evaluations taken from the program.
Źródło:
Parezja. Czasopismo Forum Młodych Pedagogów przy Komitecie Nauk Pedagogicznych PAN; 2020, 1(13); 47-54
2353-7914
Pojawia się w:
Parezja. Czasopismo Forum Młodych Pedagogów przy Komitecie Nauk Pedagogicznych PAN
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Emotional Intelligence of Future Physicians Who Tend to Hide Professional Mistakes
Autorzy:
Lazurenko, Olena
Smila, Nataliya
Powiązania:
https://bibliotekanauki.pl/articles/1964254.pdf
Data publikacji:
2021-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
emotional intelligence
physicians
professional development
professional mistakes
Opis:
The purpose of the article is to present the results of testing the emotional intelligence of the future physicians who tend to hide professional mistakes. The article is based on the study involving 129 students who are studying in the specialties “Medical business”, “Medical psychology”, “Pediatrics”, “Dentistry” at the medical-psychological, dental and medical faculties of the O.O. Bohomolets National Medical University. During the study, the following methods were used: 1) The Error-Oriented Motivation Scale (EOMS) in order to measure a tendency to hide professional mistakes; 2) The Emotional Intelligence Scale in order to determine the level of emotional intelligence. Statistical processing of the study results was performed using 1) descriptive statistics (percentages, arithmetic means, standard deviations); 2) Student’s T-test to compare the emotional intelligence level in the groups of future physicians with different levels of propensity to hide professional mistakes. The study has found that a significant number of future physicians (53.5%) showed a tendency to hide their professional mistakes. The respondents in this group are characterized with low and medium levels of emotional intelligence compared to future physicians who strive to learn from their mistakes. This study has demonstrated that the vast majority of future physicians believe that professional errors should be hidden, which, in turn, does not contribute to their professional development; the future physicians who tend to hide professional mistakes have low levels of emotional awareness, ability to manage one’s emotions, self-motivation, empathy, ability to manage other people’s emotions. The development of emotional intelligence would apparently contribute to a more conscious attitude of future physicians to professional activities as well as more common-sense attitude to mistakes, and this poses new challenges for medical education to form emotional intelligence of future medical professionals.
Źródło:
The New Educational Review; 2021, 64; 283-291
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Training Needs of Prison Officers in Poland in the Light of Own Research
Autorzy:
Kostera, Karolina
Powiązania:
https://bibliotekanauki.pl/articles/45203820.pdf
Data publikacji:
2023-10-16
Wydawca:
Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:
competences
training needs
professional development
professional training
Opis:
The article presents an updated model of playing a computer game as the user’s interaction with its system, taking into consideration audiovisuality as the fundamental channel for computer-human communication. Interactivity is an inherent property of computer games, which clearly distinguishes them from other kinds of games: it is therefore a defining feature of computer games. On the other hand, audiovisuality is a necessary characteristic, following from the communication between the computer and its user, taking place mainly in the channel of synchronized image and sound, which is dominant in human perception. The point of departure for the model development is an analysis of human interaction with the machine which runs the game system; in the model, there is a dynamic change from interactivity of a computer game to a human being’s interaction with the computer while playing, which makes it possible to fully account for the complexity of the situation of playing a computer game. The presented model combines the ludic aspect of a computer game (interactive entertainment) with the capacity to convey messages (an audiovisual cultural text), and from a commmunicative perspective, it unambiguously assigns a human being the role of the subject using a computer game.
Źródło:
International Journal of Pedagogy, Innovation and New Technologies; 2023, 10(1); 139-148
2392-0092
Pojawia się w:
International Journal of Pedagogy, Innovation and New Technologies
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:
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:
FLIPPED ESL TEACHER PROFESSIONAL DEVELOPMENT: EMBRACING CHANGE TO REMAIN RELEVANT
Autorzy:
Razak, Rafiza Abdul
Kaur, Dalwinder
Halili, Siti Hajar
Ramlan, Zahri
Powiązania:
https://bibliotekanauki.pl/articles/955495.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej w Lublinie. IATEFL Poland Computer Special Interest Group
Tematy:
ESL teacher
professional development
flipped learning
Opis:
Many traditional professional development programs that are initiated to equip ESL teachers with knowledge and skills have been futile for numerous reasons. This paper addresses a gap in the recent research of ESL teachers’ professional development. Literature has revealed many shortcomings of the traditional and online professional development programs that are widely conducted; thus, an implementation framework of flipped professional development program is proposed in this paper, based on Malaysian educational practices. Integrated theories of Zone Proximal Teacher Development (ZPTD) and revised Bloom’s Taxonomy are adapted in designing the Flipped Teacher Professional Development (FiT-PD). The implementation of the FiT-PD program is conducted in the four Train-to-Learn (TL) stages; remembering and understanding (TL-1) conducted in face-to face mode, applying and analysis (TL-2) conducted via online, evaluation (TL-3) conducted in face-to-face mode and finally creating (TL-4) conducted via online. Thus, the paper recommends an implementation framework of flipped teacher professional development. The recommendations assist educational policymakers to strategize better planning and organize flipped professional teacher professional development (Fit-PD) for ESL teachers.
Źródło:
Teaching English with Technology; 2016, 16, 3; 85-102
1642-1027
Pojawia się w:
Teaching English with Technology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Planned changes in Polish development system for schools and teachers
Autorzy:
Kołodziejczyk, Jakub
Powiązania:
https://bibliotekanauki.pl/articles/639473.pdf
Data publikacji:
2012
Wydawca:
Uniwersytet Jagielloński. Wydawnictwo Uniwersytetu Jagiellońskiego
Tematy:
improving schools and teachers
professional development
Opis:
Paper describes a current condition of the system of improving teachers in Poland and changes planned. Analysis of the system structure of improving and the scope and aims of institutions supporting improving the functioning of schools and teachers were included in the first part of the text. In the second part planned changes including both organizational new solutions integrating all sorts institutions of a system of improving both supporting schools and teachers and the change in the way of conducting improving based on the process-based approach were described.
Źródło:
Zarządzanie Publiczne; 2012, 4(20); 59-71
2084-3968
Pojawia się w:
Zarządzanie Publiczne
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:
Contemporary Concepts in Teachers Education in the Context of European Commission Standards
Autorzy:
Dyrda, Beata
Przybylska, Irena
Powiązania:
https://bibliotekanauki.pl/articles/28766332.pdf
Data publikacji:
2006-06-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
pedeutology
teachers education
competences
professional development
Opis:
In the article the authors intend to pinpoint a variety of notions of teachers professional education and growth. The abundance of ideas can be attributed to different social needs and expectations. Political, economic and cultural changes in Poland resulted in growing attention in the area of education and teachers’ social role. The authors try to outline the latest tendencies in pedeutology, particularly concentrated on the models of teachers education.
Źródło:
The New Educational Review; 2006, 9; 43-52
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Learning Community’s Program – a Fresh Approach to the Single Teacher
Program wspólnoty uczącej się – nowe podejście do pojedynczego nauczyciela
Autorzy:
Cohen-Brenner, Daphne
Powiązania:
https://bibliotekanauki.pl/articles/913310.pdf
Data publikacji:
2017-09-15
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
professional development
physics learning/teaching
professional learning communities
Opis:
Promoting physics studies depends highly on the teacher’s instruction quality. This paper re-examines the influence of participation in a learning community on the teacher’s professional development. As an outcome, improving his students’ physics learning abilities, in light of theories on the process of change, is obtained thanks to the teacher participating the progra Daphne Cohen Brenner is a physics teacher and district instructor in Israel, leading a professional learning community. The article is based on the Ph.D. thesis written at AMU University in the framework of doctoral studies in education.
Źródło:
Studia Edukacyjne; 2017, 45; 403-412
1233-6688
Pojawia się w:
Studia Edukacyjne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Teachers’ Professional Development and Burnout Syndrome
Autorzy:
Koczoń-Zurek, Sabina
Powiązania:
https://bibliotekanauki.pl/articles/31342771.pdf
Data publikacji:
2007-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
teachers’ professional development
burnout syndrome
teachers’ professional activity
Opis:
The author of the article aims to present in short the results of the empirical verification of R. Kwaśnica’s concept concerning teachers’ professional development. The first part of the article deals with theoretical matters: the understanding of professional development and burnout syndrome. These terms are presented as opposing. Ch. Maslach’s theory on burnout along with Kwaśnica’s views were the basis of the research. The research was done from 2000 – 2002 on the sample of 257 teachers from different schools in different parts of Poland. In the second part of the article chosen results are referred: a diagnosis of professional development phases: preconventional, conventional, postconventional and the states of teachers’ professional activity: expanding from not disturbed activity, through first symptoms of burnout to burnout syndrome. Some essential conclusions can be drawn from the research. First of all, professional development can protect teachers from experiencing burnout, mainly due to growing professional competences, job adaptation and increasing creativity in teachers’ attitude. Moreover, it turned out that, depending on the phase of professional development, different factors stimulate teachers’ growth- these factors must be strengthened to prevent from burnout.
Źródło:
The New Educational Review; 2007, 11; 231-238
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 104

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