Linking Teacher Professional Development Needs With Appropriate Solutions: Insights From an Iniative in Latvia

Abstract

International surveys have stated that each year teachers spend, on average, more than 10 days engaged in different professional development activities. The purpose for this investment in teacher professional development (TPD) is clear: teachers’ competence must develop according to changes in curriculum and 21st century requirements. In previous research we have developed a theoretical teacher competence framework, implemented it to identify teacher (N=263) groups competence gaps and professional development needs. The goal of this research is to link identified professional development needs related to the instruction of 21st century skills (criteria - instructional design, learning goals and feedback to students) with TPD solutions.This paper describes the development of a TPD model, based on evidence about teacher groups professional development needs, and its implementation in a school (N= 25 teachers). A TPD program, developed according to the model, combined face-to-face and online input workshops with collaboration in small groups to develop lesson plans. The topics of input workshops, (effective lesson design, lesson goals, effective feedback and reading comprehension) were chosen according to gaps, previously identified. To learn about appropriateness of the TPD model, the developed lesson plans, participant questionnaires and researcher field notes were analysed.

Professional Development for Primary School Teachers Intended to Promote Students’ Spatial Ability

“…This study employed an action research method involving iterative cycles of planning, acting, observing, and reflecting, allowing for continuous improvement and adaptation of instructional practices. The model's structure drew inspiration from the PD framework introduced by Greitāns et al [1], encompassing the following key attributes:…”

“…Like several other countries, Latvia is undergoing a curriculum reform [1,2] that strongly focuses on developing 21st-century skills and effectively applying knowledge, skills, attitudes, and values. Due to their strong correlation with STEM (Science, Technology, Engineering, and Mathematics) disciplines, spatial abilities are particularly important among these competencies [3][4][5].…”

Teachers’ Continuous Professional Development through Lesson Study: Voices of Vietnamese EFL Teachers at University

“…Similarly, Kihwele (2023) explored the factors influencing the implementation of lesson study in pre-service teacher education in Tanzania, shedding light on the importance of lesson study in supporting teachers' CPD. Moreover, highlighted the importance of linking teacher PD needs with appropriate solutions, emphasizing the role of lesson-based PD programs in enhancing teachers' understanding of implementing 21st-century skills in the classroom (Eriņa & Namsone, 2021). LS has also been recognized as a model for developing teachers' competence, as demonstrated by Setiawati et al, (2021), who conducted research on pedagogical competence in pre-service biology teachers through lesson study.…”

Datu kompleksās analīzes modelis skolas attīstības risinājumiem

“…Ar šādu mērķi tiek analizēts un salīdzināts vidējais skolotāju sniegums vērtēšanas darbā (zināšanu testā), pašnovērtējumā un skolotāju sniegums vērotajās stundās. Vērtējot skolotāju zināšanas un izpratni, tiek piedāvātas detalizēti aprakstītas situācijas atbilstoši kategoriju un kritēriju ietvaram, lai aprakstītu raksturīgo skolotāja sniegumu (Greitāns et al, 2021). Tiek pieņemts, ka atšķirības pastāv, ja starpība starp vidējiem vērtējumiem ir vienā līmenī un ja pastāv būtiska atšķirība -starpība ir divi līmeņi un vairāk.…”