Killing two birds with one stone: establishing professional communication among teachers

Seferoğlu, Süleyman Sadi

doi:10.1016/j.sbspro.2010.12.195

Cited by 6 publications

(4 citation statements)

References 7 publications

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“…According to Seferoglue teachers should be encouraged to share ideas and help each other through discussions and reflection on their teaching. This is due to the fact that the sense of community and the supportive environment are powerful means to encourage teachers deal with the challenges that they face and use new teaching strategies, [16], [18].…”

Section: Discussionmentioning

confidence: 99%

“…Wenger [25] suggests providing teachers with opportunities to discuss the challenges that they face and to engage in communities of practice. Seferoglu [16] adds that 'teachers need opportunities to share what they know, discuss what they want to learn, and connect new concepts and strategies to their own unique contexts'. The context in which the professional development is delivered is one of the fundamental parts that make it successful.…”

Section: Key Factors Identified By Literaturementioning

confidence: 99%

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A New Vision of Professional Development for University Teachers in Libya 'It's Not an Event, It Is a Process'

Suwaed¹,

Rahouma²

2015

ujer

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Being a university teacher in the Libya is most of the time described as a challenge. In the case of the current instable situation in Libya, the task is formidable in many cases. This paper investigates the challenges encountered by Alzawia university teachers in four colleges. It attempts to answer the following questions: what are the challenges that university teachers face? What is the scope of professional development? The findings of the study suggests a model of professional development that might help the teachers to deal with the challenges that they face such as the low motivated students and the lack of in service training.

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Section: Discussionmentioning

confidence: 99%

Section: Key Factors Identified By Literaturementioning

confidence: 99%

A New Vision of Professional Development for University Teachers in Libya 'It's Not an Event, It Is a Process'

Suwaed¹,

Rahouma²

2015

ujer

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“…Darling-Hammond and McLaughlin (Darling-Hammond and McLaughlin 1995) suggest that teachers need opportunities to share what they know, discuss what they want to learn and connect new concepts and strategies to their own unique contexts. It is thus necessary to establish good interpersonal relationship networking through mentoring, peer-coaching and peer support (Mushayikwa and Lubben 2009;Seferoglu 2010), which encourage sharing and mutual support.…”

Section: Discussionmentioning

confidence: 99%

Factor analysis of teacher professional development in Chinese military medical universities

Yue

Chen

Wang

et al. 2016

Journal of Biological Education

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Background and purpose: Teacher professional development potentially enhances teachers' professional morale, knowledge, skills and autonomy, which helps improve the quality of education. The military medical university is an important medical education institution in China; however, studies of teacher professional development within military medical universities are still lacking. This study aimed to explore the factors that influence teacher professional development in Chinese military medical universities. Methods: We interviewed 19 experts from China's Third Military Medical University to identify factors that affect teacher professional development and used these factors to prepare a questionnaire. The data were collected through a random, anonymous questionnaire survey of 371 teachers at three military universities in China, analysed by exploratory factor analysis and verified by confirmatory factor analysis (CFA). Results: We obtained five main factors, which explained 66.691% of the total variance and were found to have a good data fitting according to the CFA results. Conclusions: Teaching experience, shared vision, policy and material security, professional competence and psychological motivation primarily affect teacher professional development in Chinese military medical universities. We can only achieve teacher professional development goals through comprehensive consideration, coordinated arrangement and content improvement of these five factors.

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“…Coaching is a "reform type of professional development" (Seferoglu, 2010) that is job-embedded, ongoing, and directly related to the challenges teachers face daily in their classrooms (Deussen, Robinson, & Autio, 2007). When coaching is done by peers, teachers are given ownership of the professional development process (Marshal, 2005).…”

Section: Peer Coaching and Peer Mentoringmentioning

confidence: 99%

Transforming a School into a Learning Community by Integrating FIRST Framework through a Professional Development Framework

Farhat¹

2019

JETS

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This study recounts the cyclic process that one private school developed and implemented for the purpose of professional development PD of its staff during an academic year. The process consists of five stages that constitute the framework for PD. The content used to implement the PD framework was a learning framework that focuses on students’ active deep learning, FIRST. The implementation of the PD incorporated many tasks such as training, coaching, classroom observations and learning walks, all of which were delegated to teachers as a way to distribute leadership. Other tasks included formative assessment of teachers’ skills, reflection on practice, and planning for action. At the end of the year, the impact of the PD was investigated through questionnaires, classroom observations, lesson plans, and interviews with students. It was found that teachers preferred the newly adopted PD framework to preceding professional development programs and reported to have benefited more than they had previously. Classroom observations conducted by external and internal observers indicated that the teachers were integrating the majority of the newly introduced skills in their classroom performances. Finally, students, when interviewed, used much of the terminology that were elicited from the learning framework, FIRST, which constituted the content of the PD framework their teachers had undergone. In addition, they reported to have learned considerably from the newly adopted activities and practices by their teachers and enjoyed the new approaches used in their classrooms.

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Killing two birds with one stone: establishing professional communication among teachers

Cited by 6 publications

References 7 publications

A New Vision of Professional Development for University Teachers in Libya 'It's Not an Event, It Is a Process'

A New Vision of Professional Development for University Teachers in Libya 'It's Not an Event, It Is a Process'

Factor analysis of teacher professional development in Chinese military medical universities

Transforming a School into a Learning Community by Integrating FIRST Framework through a Professional Development Framework

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