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Wyświetlanie 1-10 z 53
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:
Professional Learning Community (PLC) w Singapurze: możliwości i ograniczenia w kształtowaniu wysokiej jakości edukacji
Professional Learning Community (PLC) in Singapore (Potential and Limitations in Shaping High-Quality Education)
Autorzy:
Nowosad, Inetta
Powiązania:
https://bibliotekanauki.pl/articles/16539509.pdf
Data publikacji:
2021-05-25
Wydawca:
Polska Akademia Nauk. Komitet Nauk Pedagogicznych PAN
Tematy:
professional learning communities (PLC)
Singapore
new teacher professionalism
teacher professional development
Opis:
The aim of this article is to recognise the Professional Learning Communities (PLC) model adopted in 2009 in Singapore as a national mode. The explicit use of the term of PLC together with related terms makes it possible to understand an educational policy which is focused on the implementation of concepts developed in a different, foreign context. The orientation adopted in Singapore identifies PLC not only as reinforcing incentives for teachers and their professionalism, but more broadly, as reinforcing the already high-quality education. The arguments and evidence presented in this article are mainly based on literature and research review, as well as on analyses of source documents.
Źródło:
Rocznik Pedagogiczny; 2020, 43; 63-79
0137-9585
Pojawia się w:
Rocznik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Rogerian Student-Centered Learning Approach and the Democratization of Education
Autorzy:
Florkowski, Robert
Wiza, Agata
Banaszak, Ewa
Powiązania:
https://bibliotekanauki.pl/articles/22792642.pdf
Data publikacji:
2022-06-21
Wydawca:
Polskie Towarzystwo Socjologiczne
Tematy:
person-centered approach
democratization of education
education/learning
teacher professional development
Opis:
The authors of this article reiterate the question of the best holistic approach for democratising relationships in a learning community developing students’ social-emotional competence on the one hand, and developing students’ academic competence on the other. Democratization of education and Social and emotional learning are well-researched issues. They have been elements present in school curricula for several decades, yet it remains difficult to make them a reality. Rogers was focused on finding the components of interaction that facilitate authentic and meaningful interpersonal relationships. As a result of his research, he singled out the ‘cornerstones’ of the Person-Centered/Pupil-Centered Approach (PCA): inter alia non-directivity, classroom climate setting, congruence, empathy, and unconditional positive regard, among others. This psychologist also pointed out how to work with a group and in a group so that an environment for meaningful learning, well-being, and democratic relationships is created.
Źródło:
Polish Sociological Review; 2022, 218, 2; 273-288
1231-1413
2657-4276
Pojawia się w:
Polish Sociological Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
English medium instruction: Comparing teacher beliefs in secondary and tertiary education
Autorzy:
Briggs, Jessica G.
Dearden, Julie
Macaro, Ernesto
Powiązania:
https://bibliotekanauki.pl/articles/780421.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
English medium instruction (EMI)
content and language integrated learning (CLIL)
teacher cognition
teacher professional development
Opis:
Learning content through the medium of a second language is a form of education which is growing rapidly in both secondary and tertiary educational phases. Yet, although considerable research now exists on these phases of education viewed separately, virtually no comparisons have been made between the two phases. This study compared beliefs about English medium instruction (EMI) held by 167 secondary and tertiary EMI teachers from 27 countries. Teachers’ beliefs were elicited in four key areas: EMI teachers’ goals, EMI policy, benefits and drawbacks to students, and challenges to teachers. The findings indicate that secondary teachers felt more strongly that EMI provides students with a high quality education. More secondary than tertiary teachers reported an institutional policy on the English proficiency level required of teachers to teach through EMI, yet in neither phase was there evidence of adequate support to reach a required proficiency level. Teachers deemed EMI beneficial to advancing students’ English but felt that EMI would affect academic content, with no clear difference between the phases. Our conclusions indicate that EMI is being introduced without thorough institutional stakeholder discussion and therefore without clear policies on levels of teacher expertise. Neither is there evidence of a dialogue between phases regarding the challenges faced by EMI teachers and students.
Źródło:
Studies in Second Language Learning and Teaching; 2018, 8, 3; 673-696
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Profesijné kompetencie v práci súčasného slovenského učiteľa
Autorzy:
Rovňanová, Lenka
Powiązania:
https://bibliotekanauki.pl/articles/2141440.pdf
Data publikacji:
2010
Wydawca:
Instytut Studiów Międzynarodowych i Edukacji Humanum
Tematy:
The teaching profession
professionality
professional responsibility
competence
professional competence
key competencies
professional standards
teacher professional development
school reform
Opis:
The author deals with the theoretical analysis of the issue of professional competencies of teachers. Defines basic concepts, analyzes the current perception of the teaching profession, its development, professional competencies, professional standards, their meaning, content and types in the context of new requirements arising from European documents, international agreements and school reform in the Slovak Republic.
Źródło:
Humanum. Międzynarodowe Studia Społeczno-Humanistyczne; 2010, 2(5); 413-432
1898-8431
Pojawia się w:
Humanum. Międzynarodowe Studia Społeczno-Humanistyczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Kompetencje nauczycielskie – próba syntezy (projekt autorski)
Autorzy:
Pankowska, Dorota
Powiązania:
https://bibliotekanauki.pl/articles/606543.pdf
Data publikacji:
2016
Wydawca:
Uniwersytet Marii Curie-Skłodowskiej. Wydawnictwo Uniwersytetu Marii Curie-Skłodowskiej
Tematy:
teacher’s professional competence, teacher’s professional development, pedeutological research
kompetencje zawodowe nauczycieli, rozwój zawodowy nauczycieli, badania pedentologiczne.
Opis:
The article is an attempt at synthesis of different approaches to the teacher’s professional competence. The author surveys selected typologies, singling out criteria of the division of competence. Then she proposes a multidimentional presentation of the structure of competence in the form of “competence diagram”, and points out the possibilities of its practical use as a tool in planning and evaluating the teachers’ training and their individual development, as well as in pedeutological research.
Artykuł jest próbą dokonania syntezy różnych podejść do zawodowych kompetencji nauczycielskich. Autorka dokonuje przeglądu ich typologii, wyróżniając kryteria podziału kompetencji. Następnie przedstawia własną propozycję wielowymiarowego ujęcia struktury kompetencji w postaci „siatki kompetencji” oraz wskazuje możliwość praktycznego jej wykorzystania jako narzędzia w planowaniu i ewaluacji kształcenia nauczycieli, indywidualnym rozwoju zawodowym oraz badaniach pedeutologicznych.
Źródło:
Lubelski Rocznik Pedagogiczny; 2016, 35, 3
0137-6136
Pojawia się w:
Lubelski Rocznik Pedagogiczny
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Connective Learning as Teachers’ Approach to One’s Own Professional Development: The Case of Poland
Autorzy:
Karbowniczek, Jolanta
Zdybel, Dorota
Powiązania:
https://bibliotekanauki.pl/articles/2120399.pdf
Data publikacji:
2022-06-29
Wydawca:
Akademia Ignatianum w Krakowie
Tematy:
connectivism
connective learning
teacher professional development
in-service teachers
personal learning environment
social learning environment
Opis:
Although the genesis of connectivism as a theory of learning in the digital age dates back to the early 2000s, in Polish pedagogy this concept remains relatively unknown, sparse in academic debates, and downright rare in empirical research. The main purpose of the article is to present the knowledge and opinions of Polish teachers regarding connectivism. To what extent do Polish teachers know the theory of connective learning? Which of its assumptions do they see as key? To what extent are they willing to apply these assumptions in practice as a path or tool for developing their own professional competences? These research questions were the basis for a survey, the presentation of which constitutes the backbone of this article. The research indicates a clear cognitive dissonance in the minds of the teachers surveyed: the gap between the perception of the potential values of connectivism and the ability/readiness to use its tools in their own learning. The summary of the text contains conclusions for in-service teacher training, which needs to be reorganized to include the most valuable connected learning instruments so as to provide teachers with the skills necessary for successful self-regulated learning in the digital age.
Źródło:
Multidisciplinary Journal of School Education; 2022, 11, 1 (21); 189-210
2543-7585
Pojawia się w:
Multidisciplinary Journal of School Education
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:
Demonstrating Didactic Models for ESD and Bildung in School Education
Autorzy:
Chang Rundgren, Shu-Nu
Powiązania:
https://bibliotekanauki.pl/articles/44445487.pdf
Data publikacji:
2023
Wydawca:
Akademia Ignatianum w Krakowie
Tematy:
didactic model
socioscientific issue-based teaching and learning
education for sustainable development (ESD)
school science
Bildung
teacher professional development
Opis:
Objective of the article: The aim of this article is to synthesise the findings of relevant research articles and to demonstrate several “didactic models” of education for sustainable development (ESD) in school education. Research method: The method of narrative literature review was used to identify didactic models for ESD in school education. A short description of the context of the presented issue: The term didactic refers to the professional scholarship of teaching. In recent decades, the need to develop didactic models that would support school teaching and to allow for this adjustment in new teaching contexts has been addressed. Research has shown that school subject teachers work differently with ESD. It demands holism and pluralism, which requires embracing multiple stakeholders and communities, and a multi-disciplinary approach. Shedding light on achieving sustainability with its holist and pluralist features, this article analyses relevant research articles and demonstrates several “didactic models” for ESD in school education. Conclusions and recommendations: I propose socioscientific issues-based teaching and learning (SSI-TL) as a useful didactic model for ESD and argue for the need to embrace didactic models like SSI-TL in teacher professional development for both pre- and in-service teachers. The article explicitly considers the value of applying Communities of Practice as a theory to guide educational practices and research on education for sustainability in school science. The implications of applying the didactic models presented in the article are relevant not only for ESD, but also for students’ development of Bildung to become reflective and responsible citizens.
Źródło:
Multidisciplinary Journal of School Education; 2023, 12, 2 (24); 15-31
2543-7585
Pojawia się w:
Multidisciplinary Journal of School Education
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-10 z 53

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