Factor analysis of teacher professional development in Chinese military medical universities

Yue, Juan-Juan; Chen, Gang; Wang, Zhenwei; Liu, Weidong

doi:10.1080/00219266.2016.1171793

Cited by 8 publications

(12 citation statements)

References 26 publications

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“…Another study conducted by Yue et al (2017) at a Chinese military medical university revealed that shared vision, psychological motivation, teaching experience, professional competence, educational policy, and material security have a great influence on the professional development of teachers. A similar study conducted by Kuijpers et al (2010) developed an integrated professional development model that is made up of six aspects: theoretical exposure, the performance of skills, direct practice, pre-conference, observation, and post-conference.…”

Section: Teacher Professionalismmentioning

confidence: 99%

The influence of values and achievement motivation on teacher professionalism at Muhammadiyah 2 High School Yogyakarta, Indonesia

Suyatno¹,

Wantini²,

Baidi³

et al. 2019

Pedagogika

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Teacher professionalism is one of the important aspects of improving the academic success of students. In order to establish teacher professionalism development programs, then it needs to be identified the factors which influenced it. The research that has been around so far tend to prioritize external factors than internal factors, whereas according to a literature review, the researcher finds that internal factors have more impact on the improvement of teacher professionalism. This study aimed to determine the influence of values and achievement motivation on teacher professionalism. This study used a quantitative research by testing hypotheses. The data sources were selected through saturated sampling techniques. The sample for this study consisted of 60 teachers from Muhammadiyah 2 High School Yogyakarta, Indonesia. The data was collected using a questionnaire. The collected data were analysed using simple regression and multiple regression techniques with the aid of SPSS statistics application. The results showed that the teacher's values had a positive and significant effect on the teachers' professionalism with a correlation value of 0.562, achievement motivation had a positive effect on the professionalism of the teacher with a correlation value of 0.196, and values and achievement motivation had a simultaneous positive effect on the teachers' professionalism with a correlation value of 0.616. These findings show that values and achievement motivation are important internal factors in

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Section: Teacher Professionalismmentioning

confidence: 99%

The influence of values and achievement motivation on teacher professionalism at Muhammadiyah 2 High School Yogyakarta, Indonesia

Suyatno¹,

Wantini²,

Baidi³

et al. 2019

Pedagogika

View full text Add to dashboard Cite

show abstract

“…Educational success depends on efficient teachers, which is the outcome of teacher institutions and programs for teacher professional development, though it is difficult for teachers' efficacy to be internalized (Kaushal, 2017). Several researchers supported the positive impact of TPD on teacher quality (Bredeson, 2000, Darling-Hammond, Hyler, & Gardner, 2017Yue, Chen, Wang, & Liu, 2017). According to Darling-Hammond, Hyler, & Gardner (2017), a wellorganized TPD has various implications that contribute to school improvement.…”

Section: Role Of Tpd In Facilitating Faculty Developmentmentioning

confidence: 98%

“…Likewise, several researchers stated that PD decreases retention problems (Ingersoll & May, 2012;Mertler, 2016). TPD enhances the success of education in addition to enriching knowledge and skill, and also elevates the morale and motivation of teachers (Yue, Chen, Wang, & Liu, 2017).…”

Section: Role Of Tpd In Facilitating Faculty Developmentmentioning

confidence: 99%

“…Higher education (HE) institutions are enormous, complex, dynamic social systems confronted with numerous challenges and threats that affect education and lead to many uncertainties among educators (Brancato, 2003;Yue, Chen, Wang, & Liu, 2017). These challenges have impacted the process of teaching and learning over the last decade across the world (Sarker, Davis, &Tiropanis, 2010).…”

Section: Introductionmentioning

confidence: 99%

“…Thus, a change in students' demands and learning styles equally demands teachers to move at a similar pace. The higher educational requirement, increased number of overseas students, and digital technology connection requires new and updated educational standards (Yue, Chen, Wang, & Liu, 2017). As a result, many researchers supported the significant role of professional development for lecturers and tutors in higher institutions to respond to students' needs (Wood,.et al,2011;Antil, 2017).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Teacher Professional Development as a Catalyst for Faculty Development: The Case of a University in China

Adarkwah

Mekonen

Kalim

2021

JETS

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Teacher professional development (TPD) is integral for faculty development through quality teacher performances and student outcomes. Prior research on TPD indicates that school leaders at the helm of educational affairs are responsible for implementing and sustaining TPD activities for better school improvement. In the higher education (HE) context, fewer research studies have been conducted on TPD. Most HE institutions still struggle to implement, sustain, and improve TPD in China and significant parts of the world. The qualitative research utilized a case study approach to solicit information from two deans of a selected university faculty in China reputable for its TPD programs. The three key leadership practices explored in this study were; how leadership support TPD, the role of TPD in faculty development, and the challenges of TPD in the HE context. Findings from the study indicate that China's hierarchical structure has positively affected TPD programs in this university due to the Chinese culture and tradition. Clear and concrete policies emerged as an essential step towards TPD implementation. Motivational strategies such as incentives and academic conferences have been identified as integral factors for TPD sustainability. Also, mentorship and collaboration among teachers and other stakeholders were integral to enhancing teachers' research capacity. Educators should ensure the evaluation and supervision of TPD for it to achieve its intended goals.

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Characteristics of research into professional learning across professions: A mapping review

Baumfield

Bethel

Dowek

et al. 2023

Review of Education

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Given the importance of their roles in society, the education of professionals is a central concern for providers and recipients of public services. In this article we consider the contribution of research on professional learning to current debate on the form and content of professional education. This mapping review asked, ‘What does the research literature tell us about the characteristics of research into professional learning across professions?’ We identified and synthesised primary research involving post‐qualification professionals' professional learning. We searched seven databases using terms such as ‘professional learning’, ‘professional development’ and ‘continuing education’ from 2000 to date. We carefully screened articles against agreed criteria, extracted data and mapped the findings. After removing duplicates, 20,616 records remained. After full text screening, 356 articles were included: 266 from teaching (75%), 77 from healthcare (22%) and 13 from another profession or cross‐professional (4%). Three included papers that spanned professions. Only 6% of articles studied the institution as the unit of analysis (rather than the individual). Around half of the included papers (49%) included an intervention. Most teaching interventions were proximal to the workplace whereas most healthcare/other studies were distal to the workplace, perhaps reflecting stage of development of the research field. Our study synthesised a heterogeneous literature to indicate the types or research that are needed to progress the debate. The clear differences in ‘style’ between professions suggested that collaboration could provide mutual benefit. Future research requires studies that report research in ways that lend themselves to evidence synthesis or replication.

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Factor analysis of teacher professional development in Chinese military medical universities

Cited by 8 publications

References 26 publications

The influence of values and achievement motivation on teacher professionalism at Muhammadiyah 2 High School Yogyakarta, Indonesia

The influence of values and achievement motivation on teacher professionalism at Muhammadiyah 2 High School Yogyakarta, Indonesia

Teacher Professional Development as a Catalyst for Faculty Development: The Case of a University in China

Characteristics of research into professional learning across professions: A mapping review

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