Методика пособие готовый вариант docx
Lecture 15 Teacher professional development
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Методика пособие готовый вариант docx
| Lecture 15
Teacher professional development 1. Professional education and research findings 2. Dimensions of teacher professional development 1. Professional education and research findings Educators must understand the concepts in processing professional development and what it means to education. The standards of professional development should include content knowledge and quality teaching, research-basis, collaboration, diverse learning needs, student learning environments, family involvement, evaluation, data-driven design, and teacher learning. Professional development refers to the development of a person in his or her professional role. By gaining increased experience in one’s teaching role they systematically gain increased experience in their professional growth through examination of their teaching ability. Professional workshops and other formally related meetings are a part of the professional development experience. Much broader in scope than career development, professional development is defined as a growth that occurs through the professional cycle of a teacher. Moreover, professional development and other organized in-service programs are deigned to foster the growth of teachers that can be used for their further development. This perspective, in a way, is new to teaching in that professional development and in-service training simply consisted of workshops or short term courses that offered teachers new information on specific aspects of their work. Regular opportunities and experiences for professional development over the past few years had yielded systematic growth and development in the teaching profession. Many have referred to this dramatic shift as a new image or a new module of teacher education for professional development. In the past 15 years there have been standards-based movements for reform . The key component of this reform effort has been that effective professional development has created a knowledge base that has helped to transform and restructure quality schools. Much of the available research on professional development involves its relationship to student achievement. Researchers differ on the degree of this relationship. Variables are the school, teacher, student level related to the level of learning within the classroom, parent and community involvement, instructional strategies, classroom management, curriculum design, student background knowledge, and student motivation. Based upon a review of several studies, Marzano (2003) concluded that the professional development activities experienced by teachers have a similar impact on student achievement to those of the aforementioned variables. Opportunities for active learning, content knowledge, and the overall coherence of staff development are the top three characteristics of professional development. Opportunities for active learning and content specific strategies for staff development refer to a focus on teacher application of learned material. Overall coherence refers to the staff development program perceived as an integrated whole and development activities building upon each other in a consecutive fashion. Marzano (2003) warned, however, that standardized staff development activities which do not allow for effective application would be ineffective in changing teacher behavior. Richardson, (2003) published a list of characteristics associated with effective professional development, stating that such programs would optimally be: “statewide, long term with follow-up; encourage collegiality; foster agreement among participants on goals and visions; have a supportive administration; have access to adequate funds for materials, outside speakers, substitute teachers, and so on; encourage and develop agreement among жүктеу/скачать 0,93 Mb. Достарыңызбен бөлісу:
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