Impact of in-service Master of Education programmes on teachers and their working environment

Snoek, Marco; Knežić, Dubravka; Berg, Ed van den; Emmelot, Yolande; Heyma, Arjan; Sligte, Henk

doi:10.1080/02619768.2018.1529755

Cited by 18 publications

(12 citation statements)

References 22 publications

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“…On the other hand, bearing in mind that the vast majority of respondents from both countries were experienced teachers, these results seem to add a positive voice to the international discussion on the impact of in-service master's level qualification programmes on teachers' professionalism (Snoek et al, 2018;Zuzovsky et al, 2018).…”

Section: Discussionmentioning

confidence: 72%

“…Around the globe, raising teachers' qualification at Master's level is seen as a strategy to improve teachers' professionalism (Snoek et al, 2018;Zuzovsky et al, 2018). Even with this trend, national policies, priorities and requirements for the Master's degree in teacher education differ across contexts.…”

Section: The National and Institutional Context Of The Studymentioning

confidence: 99%

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Meaningful time for professional growth or a waste of time? A study in five countries on teachers’ experiences within master’s dissertation/thesis work

et al. 2019

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Section: Discussionmentioning

confidence: 72%

Section: The National and Institutional Context Of The Studymentioning

confidence: 99%

Meaningful time for professional growth or a waste of time? A study in five countries on teachers’ experiences within master’s dissertation/thesis work

et al. 2019

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“…Teachers often experience a gap between research and practice, and shared knowledge between scholars and practitioners may act as a source for teachers' professional learning and innovation of practices. The learning activities proposed in the training programme allowed teachers to be exposed to new input, forcing teachers to rethink their routines based on the theory-practice linkage (Snoek et al 2018). Moreover, the programme helped teachers to foster their resilience and conflict management skills, experience of positive feelings, personal empowerment and improved conflict management skills.…”

Section: Discussionmentioning

confidence: 99%

‘Positive Education’: A Professional Learning Programme to Foster Teachers’ Resilience and Well-Being

Fernandes¹,

Gouveia

Silva³

et al. 2020

Cultivating Teacher Resilience

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Professional learning can make a significant contribution to teachers' resilience and well-being. This chapter reports the implementation of a professional learning programme focused on resilience and well-being, targeting 35 inservice Portuguese teachers, mostly working in middle and secondary education. The 'Positive Education' programme was adapted from the European project ENTREE (ENhancing Teachers REsilience in Europe) and encompasses six training modules: 1-Resilience; 2-Building Relationships; 3-Emotional Well-Being; 4-Stress Management; 5-Effective Teaching; 6-Classroom Management, and an additional module named 'Education for Well-Being'. The concepts and topics for each module will be discussed, along with the design and implementation of the strategies followed to promote a positive, collaborative and reflexive environment (e.g. wellness activities, stress relief and work-life balance). This chapter also describes the main effects of the training programme on participants, gathered through interviews at the end of the training sessions. Keywords Resilience • Teacher professional learning • Teacher well-being • Resilience programme 7.1 Introduction A number of studies have shown that resilience correlates positively with teachers' well-being (

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“…Studies have shown that mentoring and induction programmes have been an important aspect of teacher education in many countries worldwide, particularly since the 1980s (Gjedia & Gardinier, 2018). Mentoring has been found to increase teacher retention (Doğançay-Aktuna & Hardman, 2018), improve new teacher job satisfaction and self-efficacy (Ingersoll & Strong, 2011), enhance teachers' pedagogical content knowledge (Spooner-Lane, 2017), reduce new teachers' feelings of isolation (Mamlok-Naaman & Eilks, 2012) and promote teachers' ongoing professional development and lifelong learning (Snoek et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

“…In a recent Dutch study on the reasons why secondary school students choose or reject a teacher career, more than half mentioned the lack of opportunities for career growth (Bahlmann, Eustatia, & Pillen Warmerdam, 2018). Teachers who are engaged in post initial Master's programmes sometimes complain that they do not have the opportunity to make use of their newly developed research and design skills, their ability to relate practice to educational theories and their leadership to improve teaching and learning practices at their schools, as their role and responsibilities are limited to their classes (Snoek et al, 2018). Hence, the profession becomes less attractive for highly motivated and potentially highly-skilled teachers who then leave the profession.…”

Section: Literature Viewmentioning

confidence: 99%

Construction of an Individual Educational Trajectory as a Way to Reveal the Personal and Professional Potential of a Future Teacher

Клєба¹,

Bludova²,

Galushko³

et al. 2020

IJHE

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The construction of an individual educational trajectory changes due to a change in approaches to the personal and professional potential of the future teacher. Provided that the acquisition of professional skills by a teacher has not required constant training throughout life, then the modern environment requires a systematic updating of skills and advanced training. In fact, approaches to training and the role of the teacher in the educational environment are changing. Based on an integrative literature review, the trends of individual educational tools for the development of the personal and professional potential of a future teacher within EU have been investigated. The academic paper has revealed significant differences regarding the disclosure of personal and professional potential of future teachers within EU. Differences include: teachers’ training, the establishment of additional requirements for teachers in addition to curricula, regulating teachers’ mobility, professional and personal support, continuing professional development. The article has stated that induction and mentoring for new teachers is widespread within EU and legally established in most European countries. The investigation attests to the fact that induction may play a key role in supporting teachers’ professional development. Induction programs combine elements of mentoring, training, peer review, and scheduled meetings with school principals and colleagues to provide personal, social, and professional support. Induction activity is connected with increased self-efficacy and job satisfaction. Mentoring programs are designed taking into consideration the school context. Pupils’ knowledge, classroom pedagogy, assessment of pupils and harmonization of curriculum standards differ significantly between primary and secondary schools. Supporting measures to promote teachers’ participation have been developed in almost all EU countries.

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Impact of in-service Master of Education programmes on teachers and their working environment

Cited by 18 publications

References 22 publications

Meaningful time for professional growth or a waste of time? A study in five countries on teachers’ experiences within master’s dissertation/thesis work

Meaningful time for professional growth or a waste of time? A study in five countries on teachers’ experiences within master’s dissertation/thesis work

‘Positive Education’: A Professional Learning Programme to Foster Teachers’ Resilience and Well-Being

Construction of an Individual Educational Trajectory as a Way to Reveal the Personal and Professional Potential of a Future Teacher

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