Teacher Professional Development for Improving Quality of Teaching

Towards competence-based technical-vocational education and training in Ethiopia

“…The need for quality in teaching and learning, the public pressure for school accountability and the pursuit of high achievement mean that policymakers, educators and researchers are giving greater attention to teacher training and teachers' professional development (Creemers, Antoniou & Kyriakides, 2013). Synthesizing research findings, Darling-Hammond (2006) stated that teachers' abilities greatly influence students' learning.…”

“…Synthesizing research findings, Darling-Hammond (2006) stated that teachers' abilities greatly influence students' learning. Creemers, Antoniou and Kyriakides (2013) pointed out that teacher preparation and professional development fosters teachers' content knowledge and develops their teaching practices for quality learning.…”

Considering Transversal Competences, Personality and Reputation in the Context of the Teachers’ Professional Development

“…2; a students' achievement (e.g. EU Commission, 2010;Hattie, 2012;Mourshed, Chijioke, & Barber, 2010;Vizek-Vidović & Velkovski, 2013;Creemers, Kyriakides, & Antoniou, 2013). In the literature on the teachers' professional development, authors start from a variety of views on the methodology, structure and philosophical perspectives of different approaches to teacher training and their professional development, and the role of teachers in the developmental process (Day, 1999;Day et al, 2007;Hargreaves, 1994).…”

“…In the recently conducted comprehensive overview of literature on the teachers' professional development Creemers et al (2013) provide a critical review of the two dominant approaches to the teachers' development such as the competence-based and the holistic approach, and reveal that both of them have strengths but also weaknesses. It is argued that we may have to guard ourselves against narrowing down the discussion to this classical dichotomy relating to the content and to develop an integrated approach to the teachers' professional development that will be focused on an improved way of grouping factors associated with the teachers' behaviour in the classroom.…”

“…Building on the previous discussion about the dominant approaches in research on professional development, they argue that the two dominant approaches could be integrated into a dynamic approach in order to overcome their main weaknesses. Emphasizing the need to establish a dynamic integrated approach to the teachers' professional development, Creemers et al (2013) claim that research on teacher training and development should increasingly take into account the results of research on teacher effectiveness, addressing the skills and competences that are found to contribute to the students' learning.…”