Teachers’ professional development (PD) is crucial to improving student outcomes. Because PD involves a multidimensional structure and changes across a teacher’s professional life, defining PD is ...complicated, and existing studies fail to meaningfully define it. To offer a working framework for optimal PD, we reviewed existing articles on the subject in four key journals in teacher education. We found that effective PD is attentive to assessment, research scale, duration, comprehensiveness, dissemination, context, support and control, and collaboration. We situate this conceptual framework as a new take on pre-existing definitions of PD that advises how to more effectively apply PD.
•Reviewed literature on teacher’s PD to uncover best practices.•Found that teachers’ PD extends from teacher’s college to retirement.•PD is affected by teachers’ traits, materials, and pedagogies.•Effective PD is attentive to reforms, context, curriculum, and collaboration.•The components of the PD process are interrelated and interdependent.
En distintos países de la Organización para la Cooperación y el Desarrollo Económico (OCDE), el desarrollo profesional docente, especialmente la formación inicial y continua ha sido considerado ...relevante para la mejora educativa. En Chile, el sistema de desarrollo profesional docente se ha vinculado a la carrera docente, asociando reconocimiento económico con resultados y desempeño del profesorado. Este sistema basado en rendición de cuentas no considera las trayectorias del profesorado como un aprendizaje situado y colectivo. Este estudio se centra en describir y analizar los facilitadores y barreras para el desarrollo profesional docente, en el marco de una carrera docente bajo un modelo de rendición de cuentas con altas consecuencias (high stakes accountability). Se realizó un estudio cualitativo, en el cual se entrevistaron a 30 profesores desde un enfoque narrativo. En el análisis de contenido realizado, se identificaron como facilitadores la posibilidad de reflexionar sobre la propia práctica y poder ser reconocidos a través del incentivo económico. Las barreras identificadas se relacionan con la escasa validación y descontextualización de la evaluación docente, se cuestionan las consecuencias punitivas y la ausencia de un enfoque formativo. Lo anterior muestra la valoración profesional y la necesidad de un cambio en una estructura para el mejoramiento continuo, por sobre las consecuencias salariales.
This study aimed to identify the views of educators on the status of the teaching profession taking into consideration the enacted Teaching Profession Act (TPA) in Turkey. The study aimed to reflect ...the views of participants from different backgrounds as much as possible. A qualitative research pattern and a case study model were adopted. The results identified the issues and content to be considered in the TPA. The results showed that the content of current TPA was limited. Participants emphasized that a participatory approach should have been adopted to prepare a comprehensive TPA. The participants requested a profession act that includes the qualifications framework of the teaching profession and professional rights of teachers. Participants also stated that the principles that protect the prestige and status of the teaching profession should be included in the professional law.
Öğretmenlik Meslek Kanunu: Ama Nasıl? AKIN, Uğur; ÇOLAK, İremnur
Anadolu Üniversitesi Eğitim Fakültesi dergisi,
01/2024, Letnik:
8, Številka:
1
Journal Article
Recenzirano
Odprti dostop
Bu araştırmada okul yöneticileri ve öğretmenlerin bir öğretmenlik meslek kanunu çıkarılmasına ve var olan 7354 sayılı Öğretmenlik Meslek Kanunu’na ilişkin görüşleri incelenmiştir. Nitel bir durum ...çalışması olarak desenlenen çalışmaya 6 öğretmen, 6 müdür yardımcısı ve 6 okul müdürü katılmıştır. Yarı yapılandırılmış görüşmelerden elde edilen veriler içerik analizi ile analiz edilmiştir. Sonuçlar, katılımcıların öğretmenlik mesleği için bir kanun çıkarılmasını önemli ve gerekli gördüklerini ancak var olan Kanun’un yasalaşma sürecinin yeterince katılımcı olmadığını düşündüklerini göstermektedir. Kanun’la getirilen kariyer sistemine ilişkin olumlu görüşler bulunmakla birlikte, özellikle öğretmenlerin şiddet ve mobinge karşı korunması, dezavantajlı bölgelerde çalışanlara yönelik ek olanaklar sunulması, mesleğin toplumsal statüsünün desteklenmesi gibi öğretmenlerin kronikleşmiş sorunlarını çözüme kavuşturacak düzenlemeler yapılmadığı yönünde eleştiriler de dile getirilmektedir. Katılımcılar, Kanun’da öğretmenlerin mesleğe başlamasından emekliliğine kadar tüm süreçleri kapsayacak düzenlemeler yapılması gerektiğini düşünmektedir. Sonuçlar çerçevesinde, Kanun’un konunun tüm bileşenlerinin katılımıyla, öğretmenlerin çeşitli özlük haklarını iyileştirecek ve toplumsal statülerini güçlendirecek biçimde yeniden düzenlenmesi önerilmiştir.
In this research, the opinions of school administrators and teachers on the enactment of a teaching profession law and the existing Teaching Profession Law (No. 7354) were examined. 6 teachers, 6 assistant principals and 6 school principals participated in the research, which was designed as a qualitative case study. The data obtained from the semi-structured interviews were analyzed with content analysis. The results show that the participants consider it important and necessary to enact a law for the teaching profession, but they think that the enactment process of the existing Law is not sufficiently participatory. While there are positive opinions about the career system introduced by the Law, there are also criticisms that there are no regulations that will solve the chronic problems of teachers, such as protecting teachers against violence and mobbing, providing additional opportunities for those working in disadvantaged areas, and supporting the social status of the profession. Participants think that regulations should be made in the Law that will cover all processes from starting the profession to retirement. Within the framework of the results, it has been proposed to reorganize the Law with the participation of all components of the subject in a way that will improve various personal rights of teachers and strengthen their social status.
The quality of teacher education plays an important role in improving the quality of general education. The model of teacher education is also different in countries around the world, and for each ...model, training teachers suitable for teaching profession is always a matter of concern in the training programs of universities. The paper analyzes the current situation of career suitability of pedagogical students and the meaning of teaching profession suitability assessment in the training process of pedagogical universities in Vietnam. We have built a questionnaire to determine teacher suitability based on the toolkit of the University of Potsdam. Each student was guided to answer two forms of questionnaires: self-assessment of their career suitability and external or cross-evaluation. Then, we used the mean comparison, which is the t-test for two independent samples. The paper presents the results of a pilot assessment of the suitability of the teaching profession for nearly 1000 teacher students of a number of pedagogical universities in the country. Initial research results show that the job suitability of many teacher students is very low, and the students’ ability to adapt to their careers after graduation is still limited. Therefore, the career suitability scale can help students self-assess and evaluate each other, thereby building a plan for self-adjustment and self-improvement of personal competencies and qualities throughout the training process at the university toward a higher level of suitability for the teaching profession. This study also points out some measures to help teacher students practice pedagogical skills, nurture their love, and career ideals.
Les difficultés croissantes pour attirer les candidats traditionnels des concours de l’enseignement, couplées à l’augmentation des flux de candidats précédemment actifs dans ces mêmes concours, ...amènent à s’interroger sur les raisons différenciées qui poussent ces individus à rejoindre le métier d’enseignant. Des analyses issues d’une méthodologie quantitative indiquent que les enseignants titulaires en reconversion dans le secondaire général français ont un score de motivation extrinsèque inférieur à leurs homologues en première carrière. Des facteurs différenciés influencent en outre les motivations de ces deux populations. Enfin, les enseignants en reconversion apparaissent comme une population hétérogène en matière de motivations : les analyses suggèrent que certaines caractéristiques de l’activité précédente influencent la manière dont est perçu l’enseignement comme carrière potentielle. Ces résultats soulignent la nécessité d’une prise en compte plus large de la socialisation professionnelle précédente comme facteur explicatif du choix d’une carrière enseignante.
The increasing difficulties in attracting traditional student candidates for the teaching competitions are coupled with the increase in the flow of career changers in those competitions. This raises the question of the reasons why these individuals join the teaching profession. Analyses based on a quantitative methodology show that tenured teachers retraining in French general secondary education have a lower extrinsic motivation score than their first career counterparts. It lt also shows that the motivations to join teaching of these two populations are influenced by different factors. Second career teachers also appear to be a heterogeneous population in terms of motivations: analyses suggest that characteristics of the previous activity influence the way teaching is perceived as a potential career. These results underline the need to consider the broader scope of previous professional socialisation as an explanatory factor in the choice of a teaching career.
El presente artículo tiene como propósito abordar el proceso de construcción identitaria de ocho educadoras de párvulos experimentadas de Chile, analizando aquellas huellas biográficas constitutivas ...de su experiencia en la formación inicial docente (FID). El método es cualitativo, de alcance descriptivo-interpretativo y con una orientación biográfico-narrativa, desarrollado a partir de entrevistas semiestructuradas, líneas de tiempo y biogramas. Se desarrolla un análisis temático en el que se agruparon aquellas huellas biográficas valorizadas por las educadoras y se concluye que las huellas están principalmente asociadas a experiencias de la formación práctica, a experiencias personales y experiencias universitarias. Se resalta la necesidad de incorporar en la FID una perspectiva de construcción identitaria, tanto en las prácticas como en el resto de las asignaturas, articulando los aspectos subjetivos y objetivos del quehacer docente en la educación parvularia.
This study aimed to empower lecturers in the PGSD program at University Muhadi Setiabudi with ICT skills to enhance their teaching profession. The focus was on integrating technology effectively into ...the teaching and learning process. The research addressed the limited ICT skills among lecturers and aimed to bridge the gap through targeted training and professional development initiatives. Through comprehensive data collection and analysis, the study identified lecturers' specific ICT training needs and evaluated existing training programs. The findings highlighted areas where lecturers needed more proficiency in ICT tools and identified challenges in utilizing technology in their teaching practices. Based on the results, recommendations were made for improving ICT training programs for lecturers. These recommendations included providing hands-on workshops, ongoing support and mentoring, access to relevant resources and tools, and collaboration among lecturers to share best practices. The study emphasized the significance of empowering lecturers with ICT skills in preparing future primary school teachers for the digital era. The research made notable contributions to the field by filling the gap in the existing literature and providing insights into the specific context of the PGSD program at the University of Muhadi Setiabudi.
Keywords: Empowering Lectures, Empowering ICT Skill, Teaching Profession
Both Seychelles and South Africa are experiencing serious challenges with regard to providing for the need to employ the required number and quality of teachers – needs that are differentiated ...according to specific areas of competencies. In the paper, it is argued that each of the education systems of these two countries should have a well-planned recruitment strategy and particular attention should be paid to preparing a recruitment message that will attract possible candidates. Each of the education systems has been found to be lacking in several aspects of the recruitment message, such as the social status of the teaching profession and the comparison of teachers’ remuneration. It has been found that South Africa is better placed than Seychelles in respect of only two factors, namely teacher training opportunities and better comparable remuneration packages of teachers in South Africa. It is clear that all of the stakeholders should be involved in the recruitment of teachers. Other developing education systems can learn from the experiences of the two countries.
Attracting talented students to the teaching profession is crucial if schools are to be at the forefront of preparing future generations for effective participation in a complex society. This ...research identified the perspectives of Year 12 (final-year) students on teaching as a career, and the factors influencing these perspectives. The data set involved 470 students from five Catholic secondary schools in Western Australia. Results indicated that Year 12 student perspectives were multifaceted and influenced through student experiences, beliefs, personality, and expectations. A conceptual design was proposed to explain the domains of influence on student perspectives of teaching as a career.
•Results found that Year 12 student perspectives of teaching as a career are varied.•Year 12 student perspectives were influenced by experiences at school, home and through public status-related indicators.•Teachers and school experiences were the top influences on perspectives of a teaching career.•Year 12 student perspectives were linked to self-beliefs, personality, nature of a teacher's role and career expectations.•The status of teaching needs to be raised in society through a multipronged approach.
