Teachers' Participation in Professional Development

Krille, Claudia

doi:10.1007/978-3-030-38844-7

Cited by 26 publications

(46 citation statements)

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“…This finding reveals that EFL lecturers believed they could gain professional advantages through PD activities and in turn, they helped improve their student outcomes. This finding is consistent with international literature on the interrelation between teachers' PD and student outcomes (e.g., Akiba & Liang, 2016;Austin & Sorcinelli, 2013;Jackson, 2014;Krille, 2020;Opfer & Pedder, 2010;Rajab & Silman, 2017). These authors agree that teachers' engagement in PD activities has a positive influence on their student achievement.…”

Section: Student Outcomessupporting

confidence: 91%

“…It is also evident that teachers' PD has become one of the most central interests in educational research over the past several decades, and numerous studies conducted all over the world have shown that PD activities within and outside the educational setting influence teachers positively (e.g., Joshi et al, 2018;Krille, 2020;Mohammadi & Moradi, 2017;Özgehan & İrem, 2019). Through his review of the literature, Bayar (2014) stated that PD activities potentially help both novice and experienced teachers in enhancing their existing skills and obtaining new ones.…”

Section: List Of Figuresmentioning

confidence: 99%

“…Reviewing the literature in the field of education, professional development (PD), teacher professional development (TPD), continuing professional development (CPD), in-service training (INSET), and faculty development (FD) are typical terms which can be used interchangeably to refer to a diverse range of activities designed to contribute to the learning of teachers, who have finished their initial training (Craft, 2000). Although differences of terminology still exist, throughout my study, I employ the term professional development (PD) because this term has received widespread acknowledgement (e.g., Coldwell, 2017;Krille, 2020;Mitchell, 2013;Postholm, 2018;Richter et al, 2011;Wong & Bautista, 2017).…”

Section: Concepts Of Professional Developmentmentioning

confidence: 99%

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Professional Development Experiences Of English As A Foreign Language Lecturers At A Vietnamese University

Ngo¹

2021

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As a consequence of globalisation, English language teaching (ELT) has been identified as one of the key emphases of the national education reforms in Vietnam. Professional development (PD) of teachers attempts to enhance the quality of ELT. However, there is a paucity of research investigating English as a foreign language (EFL) lecturers’ perceptions towards their experiences of PD in order to understand how PD currently functions and could potentially function within the context of Vietnamese higher education. My project has sought to address this gap by contributing insights into tertiary EFL lecturers’ PD experiences. More specifically, this study has drawn on Bronfenbrenner’s (1979) ecological systems theory and Knowles’ (1980) andragogy theory as theoretical frameworks for understanding how tertiary EFL lecturers experience PD as adult learners and the contextual factors which influence their PD experiences. A phenomenological research design as proposed by Moustakas (1994) enabled lecturers’ lived experiences of PD to be explored through phenomenological interviews with 12 EFL lecturers across the three groups of beginning, midcareer, and late-career and four academic managers at one Vietnamese university. The recruitment of the participants from the three groups aimed to examine lecturers’ experiences of PD at their different career stages. The inclusion of both lecturers and academic managers was considered essential in collecting multiple perspectives on the PD experiences. In addition, document analysis was used to collect information from national and institutional documents in order to better understand the contexts within which lecturers experienced PD. Evidence from this study highlights that lecturers’ PD is a multidimensional and dynamic activity. Influenced by the national language reforms and important projects such as Project 2020 and Project 911, EFL lecturers had been exposed to a wide range of formal PD activities (e.g., seminars, workshops, and conferences) and job-embedded PD activities (e.g., research projects, textbook and teaching material development, and professional meetings) in the three years prior to data collection. Lecturers expressed their need for further PD activities that were content-focused, on-going, collaborative, and specific to their career-stage. EFL lecturers’ involvement in PD activities was positively influenced by enablers (e.g., the status of English as a global language, national policies and projects, student outcomes, occupational prestige, and personal responsibility), but there were also barriers hampering lecturers’ career development (e.g., top-down national requirements, inappropriate institutional policies, insufficient collegial and managerial support, and time constraints). This study demonstrates that PD initiatives for Vietnamese tertiary EFL lecturers need to be reformed. At the national level, it is important for the Vietnamese government and MOET to understand lecturers’ real needs for PD when implementing any PD activities. At the institutional level, a comprehensive framework with specific requirements and guidelines regarding lecturers’ engagement in PD activities would bring greater coherence and consistency. At the individual level, a proactive role by EFL lecturers would further foster their professional growth along with fulfilling the national and institutional requirements. The findings of this study are represented through an integrated framework of effective PD for tertiary EFL lecturers which combines three main aspects of content, context, and process. This representation helps to shed light on what PD planners and academic managers need to focus on when planning, organising, and implementing PD activities in the setting of Vietnamese education reforms. Implications are drawn for PD planners, academic managers, and EFL lecturers as these groups need to closely collaborate in order to promote lecturers’ PD and improve the quality of ELT in Vietnam. Implications for future research are also discussed. The study makes significant contributions to current literature related to tertiary EFL lecturers’ lived experiences of PD within the Vietnamese higher education context and may be applied to other international contexts.

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Section: Student Outcomessupporting

confidence: 91%

Section: List Of Figuresmentioning

confidence: 99%

Section: Concepts Of Professional Developmentmentioning

confidence: 99%

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Professional Development Experiences Of English As A Foreign Language Lecturers At A Vietnamese University

Ngo¹

2021

Preprint

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“…Recent studies have therefore examined teachers' personal characteristics more closely to attain a better understanding of what motivates or hinders individuals when it comes to participating in in-service training (Gorozidis and Papaioannou, 2014;Richter et al, 2018;Richter et al, 2019). Studies have also described the characteristics of participants in PD activities, for example, gender, age or school type (Krille, 2020). However, we still lack information on which teachers are more likely to access professional development opportunities.…”

Section: Which Teachers Participate In Professional Development?mentioning

confidence: 99%

Who Participates in Content-Focused Teacher Professional Development? Evidence From a Large Scale Study

Richter¹,

Kunter²,

Marx³

et al. 2021

Front. Educ.

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This study investigates the relationship between teacher quality and teachers’ engagement in professional development (PD) activities using data on 229 German secondary school mathematics teachers. We assessed different aspects of teacher quality (e.g. professional knowledge, instructional quality) using a variety of measures, including standardised tests of teachers’ content knowledge, to determine what characteristics are associated with high participation in PD. The results show that teachers with higher scores for teacher quality variables take part in more content-focused PD than teachers with lower scores for these variables. This suggests that teacher learning may be subject to a Matthew effect, whereby more proficient teachers benefit more from PD than less proficient teachers.

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“…Da intrinsische Faktoren wie das Interesse von Lehrkräften im Zusammenhang mit deren Fortbildungsteilnahme und -auswahl steht (z. B. Krille 2020 ), kann eine hohe Passung zwischen dem Fortbildungsangebot und ihren Bedarfen oder Wünschen die Bereitschaft zu einer Teilnahme erhöhen. Zwar liegen Studien zu Wünschen hinsichtlich Fortbildungsthemen vor (z.…”

Section: Introductionunclassified

Hinweise und Empfehlungen für die Konzeption von Lehrkräftefortbildungen zu digitalen Medien

et al. 2021

Self Cite

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ZusammenfassungUm Unterricht durch digitale Medien lernwirksam gestalten zu können, sollten Lehrkräfte über die notwendigen Kompetenzen für einen didaktisch angemessenen und reflektieren Einsatz von Technologien verfügen. Neben der Verbesserung der technischen Infrastruktur an Schulen ist es daher notwendig, Lehrkräfte bei ihrer Professionalisierung zu unterstützen. Lehrkräfte an deutschen Schulen zeigen allerdings eine eher zurückhaltende Teilnahme an Fortbildungsangeboten zu digitalen Themen, was auf eine fehlende Passung zu den realen Bedarfen hinweisen kann. Der vorliegende Beitrag widmet sich daher Präferenzen von Lehrkräften zu Inhalten und Gestaltungsmerkmalen von Fortbildungen zu digitalen Medien und berichtet dazu Ergebnisse einer Befragung von Gymnasiallehrkräften (N = 238). Um möglichst zielgruppenspezifische Ergebnisse zu erhalten, wurden über eine latente Profilanalyse mit Personenmerkmalen (technologisches und technologisch-pädagogisches Wissen, Selbstwirksamkeit, Mediennutzung) drei Profile identifiziert und im Hinblick auf ihre Präferenzen verglichen. Die Ergebnisse weisen auf eine Vielfalt an thematischen Wünschen sowie auf die Notwendigkeit einer bedarfsgerechten Gestaltung von Fortbildungen hin. Abschließend werden zusammenfassende Empfehlungen zur Gestaltung von Lehrkräftefortbildungen zu digitalen Medien formuliert.

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Teachers' Participation in Professional Development

Cited by 26 publications

References 0 publications

Professional Development Experiences Of English As A Foreign Language Lecturers At A Vietnamese University

Professional Development Experiences Of English As A Foreign Language Lecturers At A Vietnamese University

Who Participates in Content-Focused Teacher Professional Development? Evidence From a Large Scale Study

Hinweise und Empfehlungen für die Konzeption von Lehrkräftefortbildungen zu digitalen Medien

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