The Analysis of Content and Operational Components of Public School Teachers’ Continuing Professional Development in Great Britain, Canada and the USA

Abstract

In the article the content and operational components of continuing professional development of public school teachers in Great Britain, Canada, the USA have been characterized. The main objectives are defined as the theoretical analysis of scientificpedagogical literature, which highlights different aspects of the problem under research; identification of the common features of the content, models, forms and methods of continuing professional development of public school teachers. The legislative and normative framework of teachers' CPD in Great Britain, Canada and the USA, which determines the CPD content, has been highlighted; teachers' knowledge, skills, professional values and attitudes have been characterised; the key models, forms and methods of teachers' CPD have been defined. The teachers' CPD has been studied by foreign and Ukrainian scientists: models, forms and methods of teachers' CPD (L. Chance, A. Hollingsworth, D. Ross, E. Villegas-Reimers), non-formal teachers' CPD (J. Scheerens), continuing professional education (Ya. Belmaz, T. Desyatov), postgraduate education (A. Kuzminskyy, V. Russol), professional education (R. Hurevych, N. Nychkalo), teacher training (T. Koshmanova, Ye. Yevtukh), teachers' professional development (N. Klokar, V. Oliynyk). The research methodology comprises theoretical (logical, induction and deduction, comparison and compatibility, structural and systematic, analysis and synthesis) and applied (observations, questioning and interviewing) methods. The research results have been presented.Key words: public school teachers, continuing professional development, the content of CPD, models, forms and methods of CPD, legislative and normative framework, Great Britain, Canada, the USA.

Challenges Faced by English Language Teachers in The Implementation of Continuous Professional Development

“…In this case, instructors are organized to be enabled specialists. This concept aims for a dynamic and participatory study, primarily based on a demonstration in which all instructors participate and are aided with back materials in the setting of educator facts and materials in classrooms (Mukan et al, 2016).…”

“…They were also more likely to participate in research relating to teaching missions and packages tending to the requirements of differentiated understudies. According to Mukan et al (2016), who investigated the quality of instructors in the United States, the criteria used in the survey of the first-class of the teaching force were educator planning and abilities. Since then, more capable and fruitful instructors have more concerns about their impact on students and make a lot more progress in their teaching profession than less capable instructors.…”

Teachers’ Continuous Professional Development: Australian Experience

“…Advanced Education, 12, 105-113. DOI: 10.20535/2410-8286.166606 Fullan & Hargreaves (1992), Huberman (1989;1993), Sowder (2007, Goldschmidt & Phelps (2010), Mukan, Kravets & Khamulyak (2016). A considerable amount of literature has been published on preservice (Baker, Scott & Showers, 1997) and in-service (Mukan, Myskiv & Kravets, 2016a;Borko, Jacobs & Koellner, 2010;Avalos, 2011) teacher education.…”

Challenges Faced by Educators in the Implementation of Continuing Professional Teacher Development (CPTD): Gauteng Province

“…CPD activities further also consist of demonstrations and peer observation, mentoring, inductions for beginner teachers, job rotation, teamwork and group work, clustering of schools and school visits, as well as designing and executing school improvement projects, communities of practice, lesson studies, reflective supervision and technical assistance [2]. We also see [6] highlighting the method of cooperative or collegial development, cascade or generation method, case study, skills development method, reflection, project method, narrative method, self-development, seminars, workshops, institutes, conferences, courses, observation of excellent practice, teachers' participation in new roles, portfolio, action research, students' performance assessment, supervision, coaching and mentoring are forms of Continuing Professional Teacher Development in Great Britain, Canada and USA.…”