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Author: Wai Yan Wan
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
The aim of this study was to explore teachers' perceptions of continuing professional development in Hong Kong, focusing on teachers' perceptions of CPD activities and teacher competencies in the Teacher Competencies Framework (TCF) in the latest government CPD policy, "Towards a Learning Profession: The Teacher Competencies Framework and the Continuing Professional Development of Teachers" (hereafter as "CPD Document 2003), as well as their perceptions about facilitating and inhibiting factors affecting CPD. In order to accomplish these purposes, one central research question was created: What are teachers' perceptions of CPD activities and their professional development needs and what factors affect their CPD participation? The study was conducted in three primary schools in Hong Kong. This study took a multi-methods approach, i.e. quantitative and qualitative research, in which the data were collected through a self-developed survey questionnaire to teachers, as accompanied by focus group interviews and follow-up individual interviews with teachers. The major findings of the study were: 1. Teachers preferred higher academic study most but they slightly preferred production of publications for their CPD. 2. Teachers participated in higher academic study most but participated in production of publication the least. 3. Teachers perceived higher academic study and peer class observation as the most effective CPD activities but publication is still a lowly recognized CPD activity. 4. Four CPD domains of teachers' perceived needs were extracted from the Principal Component Analysis (PCA) factor analysis, comprising: School Development, Teaching and Learning, Student Development, and Professional Relationships and Services. Teachers had the highest CPD needs in the 'Student Development' domain. 5. Facilitating factors were categorized under eight themes, namely, school factor, personal factor, financial factor, time, CPD provider, family factor, relationship with others and government factor. 6. Inhibiting factors were categorized under six themes, namely, time, heavy workload, financial factor, CPD provider, school factor and personal factor. 7. Finally, school factor was found as a determinant factor affecting CPD. It was found as the most influential factor affecting teachers' preference, participation and their perceptions of the effectiveness of CPD activities. The implications of school-based professional development, government policies and future research related to CPD are discussed at the end of the thesis.
Author: Wai Yan Wan
Publisher:
ISBN:
Category :
Languages : en
Pages :
Get Book Here
Book Description
The aim of this study was to explore teachers' perceptions of continuing professional development in Hong Kong, focusing on teachers' perceptions of CPD activities and teacher competencies in the Teacher Competencies Framework (TCF) in the latest government CPD policy, "Towards a Learning Profession: The Teacher Competencies Framework and the Continuing Professional Development of Teachers" (hereafter as "CPD Document 2003), as well as their perceptions about facilitating and inhibiting factors affecting CPD. In order to accomplish these purposes, one central research question was created: What are teachers' perceptions of CPD activities and their professional development needs and what factors affect their CPD participation? The study was conducted in three primary schools in Hong Kong. This study took a multi-methods approach, i.e. quantitative and qualitative research, in which the data were collected through a self-developed survey questionnaire to teachers, as accompanied by focus group interviews and follow-up individual interviews with teachers. The major findings of the study were: 1. Teachers preferred higher academic study most but they slightly preferred production of publications for their CPD. 2. Teachers participated in higher academic study most but participated in production of publication the least. 3. Teachers perceived higher academic study and peer class observation as the most effective CPD activities but publication is still a lowly recognized CPD activity. 4. Four CPD domains of teachers' perceived needs were extracted from the Principal Component Analysis (PCA) factor analysis, comprising: School Development, Teaching and Learning, Student Development, and Professional Relationships and Services. Teachers had the highest CPD needs in the 'Student Development' domain. 5. Facilitating factors were categorized under eight themes, namely, school factor, personal factor, financial factor, time, CPD provider, family factor, relationship with others and government factor. 6. Inhibiting factors were categorized under six themes, namely, time, heavy workload, financial factor, CPD provider, school factor and personal factor. 7. Finally, school factor was found as a determinant factor affecting CPD. It was found as the most influential factor affecting teachers' preference, participation and their perceptions of the effectiveness of CPD activities. The implications of school-based professional development, government policies and future research related to CPD are discussed at the end of the thesis.
Author: Helen Timperley
Publisher:
ISBN: 9780478406429
Category : Teacher effectiveness
Languages : en
Pages :
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Book Description
Author: David Hustler
Publisher:
ISBN:
Category : Career development
Languages : en
Pages : 265
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Book Description
Author: Day, Christopher
Publisher: McGraw-Hill Education (UK)
ISBN: 0335220258
Category : Education
Languages : en
Pages : 336
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Book Description
"Christopher Day and Judyth Sachs have done a remarkable job of pulling together an outstanding collection of essays on professional development that reflect its stunning diversity in different regions around the world. They have done for readers what no one else has accomplished in nearly a quarter century: Combine in a single volume a clear and concise description of professional development's past, present, and projected future internationally." Thomas R. Guskey, University of Kentucky. "an engaging text through out and can be dipped in to or read from beginning to end... The editors and authors of this book have done a great service to teachers and professional development educators worldwide" Journal of Inservice Education This Handbook brings together theoretical and empirical research on purposes, policies and practices of teachers' continuing professional development (CPD) over the last twenty years. It provides a unique collection of regional writing from key professionals in different regions of the world, featuring: A review of current CPD literature Discussion of the politics, policies and purposes of CPD Case studies from Europe, USA, Australia, Asia, Africa and South America A synthesis of research and future research possibilities The book comprises a fascinating mix of conceptual framing, accounts of purposes and practices, case studies and analyses of best practice from a range of highly regarded writers in the field. It is an indispensable source book for policy makers and teachers at all levels of the education systems. Contributors: Beatrice Avalos, Ray Bolam, Pam Christie, Marion Dadds, Christopher Day, John Elliott, Susan Groundwater-Smith, Shirley Grundy, Ken Harley, Alma Harris, Geert Kelchtermans, Geoff Lindsay, Judith Warren Little, Agnes McMahon, Daniel Muijs, Alan Penny, Judith Robison, Judyth Sachs, Ciaran Sugrue, David Tripp
Author: Sara Bubb
Publisher: SAGE
ISBN: 1446231119
Category : Education
Languages : en
Pages : 288
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Book Description
Praise for the first edition: ′Peter Earley and Sara Bubb bring together, in a very accessible way, theoretical and practical aspects of CPD and suggest how leadership and management can be applied in this vital area of staff development. This book will help co-ordinators and school leaders to develop their most important resource - the people who work with the children′ - Richard Stainton, Education Journal ′The most obvious target user for the book is the (not rare) person suddenly hoist with the staff development responsibility petard: but, thoughtfully used, most staffrooms will include several people who could benefit from thinking about its contents and putting some of the ideas into practice′ - British Journal Educational Technology ′This book is a welcome and practical guide to the wealth of publications on Continuing Professional Development... [M]akes an excellent contribution to the current and widening debate on the nature of Continuing Professional Development. For School Leadership Teams it is an essential resource and reference for the managing of professional development and learning. It also serves as an excellent practical guide, and CPD coordinators reading this book will find themselves questioning and as a result developing their own practice. The book is written in accessible language using believable case studies to illustrate the wealth of research that has been carried out. The deeply embedded notion among some teachers that professional development consists of the one day course is challenged, and the reader is left in no doubt as to the range of opportunities that exist and need for them to be harnessed in order to ensure school improvement. The book is will surely act as a catalyst for the review and development of CPD in schools′ - Stephen Merrill, Edge Hill College of Higher Education, British Journal In-Service Education ′A practical guide to all aspects of professional development which ought to be in the possession of every professional development coordinator in every primary and secondary school in the land - and their colleagues in leadership teams′ - Tim Brighouse, TES Friday Magazine This new edition of a best-selling book provides an up to date overview of Continuing Professional Development (CPD), combined with a guide to best practice. Changes include: - expanded sections on the professional development of support staff and the wider school workforce (particularly important in the light of workforce remodelling) and the evaluation of CPD - more on making sure that professional development has an impact, and provides good value for money - the common core of skills and knowledge for the children′s workforce, the new standards for qualified teacher status, induction, threshold, excellent teachers and advanced skills teachers as well as those for higher level teaching assistants. Drawing on the latest research, the contents include: - a clear explanation of CPD and latest developments; - practical tips on how to lead and manage CPD for a range of staff in schools - identifying training needs, designing and implementing programmes and evaluating their impact; - detailed guidance on CPD for staff at different stages of their careers. Written in a clear readable style it covers the latest standards and offers examples of current good practice. It is an essential professional reference for all those responsible for leading and managing professional learning in schools (headteachers, deputies, CPD and staff development coordinators) and Local Authorities (LAs). It will also prove invaluable to training providers and universities.
Author: Tony Bates
Publisher: Routledge
ISBN: 1317983270
Category : Business & Economics
Languages : en
Pages : 422
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Book Description
This book makes a significant contribution to a hitherto much neglected area. The book brings together a wide range of papers on a scale rarely seen with a geographic spread that enhances our understanding of the complex journey undertaken by those who aspire to become teachers of teachers. The authors, from more than ten countries, use a variety of approaches including narrative/life history, self-study and empirical research to demonstrate the complexity of the transformative search by individuals to establish their professional identity as teacher educators. The book offers fundamental and thoughtful critiques of current policy, practice and examples of established structures specifically supporting the professional development of teacher educators that may well have a wider applicability. Many of the authors are active and leading persons in the international fields of teacher education and of professional development. The book considers: novice teacher educators, issues of transition; identity development including research identity; the facilitation and mentoring of teacher educators; self-study research including collaborative writing, use of stories; professional development within the context of curriculum and structural reform. Becoming a teacher is recognised as a transformative search by individuals for their teaching identities. Becoming a teacher educator often involves a more complex and longer journey but, according to the many travel stories told here, one that can be a deeply satisfying experience. This book was published as a special issue of Professional Development in Education.
Author: Orit Avidov-Ungar
Publisher: Taylor & Francis
ISBN: 1003802575
Category : Education
Languages : en
Pages : 194
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Book Description
Taking a personalized and global approach, this timely volume links theory with application in the context of continuing professional development (CPD) for teachers, exploring current scholarship on teachers’ CPD and charting the shift towards continuing professional learning (CPL). Chapters look at concepts such as motivation, expertise, career trajectory, life story and empowerment, as well as their influences and respective roles in the personalization of teachers’ professional growth during their career. Presenting the principles of personalization and their significance for teachers’ CPL, this book provides a global perspective and model that clarifies the practical implications of the move towards teachers’ personalized CPL, including the necessary changes in both teachers’ attitudes and teacher education frameworks. Offering a unique and innovative multidimensional ‘template’ model that works as a tool for teachers interested in structuring their professional learning, this book will be useful to practitioners and researchers involved with teachers’ professional development, school leadership, school management, as well as international and comparative education research more broadly.
Author: David Hustler
Publisher:
ISBN:
Category : Career development
Languages : en
Pages : 0
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Author: Hanaa Mahmoud AbdelKader
Publisher:
ISBN:
Category : Career development
Languages : en
Pages : 108
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Book Description
Abstract: The purpose of this qualitative study was to investigate the type of continuing professional development (CPD) embedded in a distinctive language public language school in Egypt with regard to three main aspects of CPD: purpose of the CPD, teachers' learning, and teachers' role within the CPD. A total of 150 teachers were surveyed through an open-ended questionnaire to examine those three aspects of CPD. Concurrently, eight teachers were also interviewed to bring about new insights on the three aspects of CPD as well as more depth, through exploration and probing. The results revealed that the CPD teachers attended can be classified as functional and transmissive (Kennedy, 2014; Sachs, 2016) in terms of the purpose of CPD, teacher learning and the role of the teacher within CPD. Teacher meetings were also perceived as administrative tasks rather than reflecting on teaching practices and promoting a professional dialogue among teachers. Furthermore, results of open-ended questionnaire and interviews showed the views of participants, who attended Teachers First CPD, on the purpose of this CPD as sharing knowledge, building communities of learning and their role as reflective practitioners. Teachers First CPD is an initiative provided by MOE to build professional learning communities in public schools in Egypt. The CPD encourages reflective teaching as a substantial aspect to build professional learning communities, yet those teachers' perceptions of reflective teaching highlight issues related to providing teachers with a safe environment to reflect on their practices in the classroom and scaffolding teachers to understand the purpose and meaning of being reflective practitioners in professional learning communities.
Author: Susan Capel
Publisher: Routledge
ISBN: 1000567230
Category : Education
Languages : en
Pages : 333
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Book Description
Drawing on best practice for the continuing professional development (CPD) of practising physical education teachers, this book encourages teachers to reflect on their own practices and how these can be developed as they continue their professional journey to support student learning. The book covers three main themes: improving students’ learning and supporting student progress; the teacher as learner – developing your expertise as a teacher; and supporting professional development – how as a teacher you can lead and own your continuing learning in a sustainable manner. Throughout the book, teachers are encouraged not just to reflect on where they are now, but also what changes they INTEND to make to their practice, how they IMPLEMENT those changes and then to review the IMPACT this has had on students’ learning. Each chapter includes tasks embedded within the content to encourage the reader to reflect on how they could apply the new knowledge they are acquiring from reading and engaging with the chapter. Written for a global audience, the book brings together examples from the Singapore Physical Education and Sports Teacher Academy (PESTA), which provides CPD to teachers in the high-performing Singaporean system. Offering high quality research and practice, this book is a pivotal resource for physical education teachers undertaking CPD all over the world.
